Throughout my career, teaching to the middle meant focussing, unintentionally or as a means of survival, on the needs of those pupils whose attainment was at or around the mode for the class. Pupils whose attainment was higher or lower tended to be less well catered for.
Flowing from more limited speech, language and communication, in the early years, through more limited vocabulary acquisition pupils from disadvantaged backgrounds struggle to attain the more advanced literacy levels of their advantaged peers. Disaffection and exclusion are all too often rooted in this simple narrative. Continue reading
This is the presentation and a summary of my talk at the Festival of Education. The opening slides about “curriculum being purpose enacted” and the link between the purpose of a curriculum and its design can be found in 7 Principles of Good Curriculum Design.