Curriculum

The Potential Conflict at the Heart of Ofsted’s New Framework

There is likely to be a fundamental conflict at the heart of Ofsted’s proposed framework. What does an outstanding, good, requires improvement or inadequate curriculum looks like? Well, it varies from subject to subject and often within subjects there are different views; therein lays the crux of the matter.

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Ofsted’s New Framework: Angst, Amusement and Apprehension

It is with a certain level of angst, amusement and apprehension that I await Ofsted’s new Inspection Framework. The angst and amusement are combined; our Curriculum Policy, originating in the last decade, initially contained four main sections: the Curriculum Model, the Planned Curriculum, the Delivered Curriculum and the Received Curriculum (read intent, implementation and impact). It was pretty much dismissed by an inspection team at the time but I was delighted to see the terms resurfacing.

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Obsession with Exams is Forcing Schools to Restrict Curriculum and Leading to Damaging Consequences

Teachers and parents are becoming increasingly concerned that exam pressures are forcing schools to offer a limited, bare-bones education as they start prepping pupils at younger and younger ages, according to two surveys commissioned by GL Assessment. Continue reading →