An investigation into how to assess the quality of education through curriculum intent, implementation and impact. Ofsted, December 2018.

Ofsted developed 25 indicators that it expect to be associated with curriculum quality. The development of these indicators was informed further by the available research literature and the experience of several of Her Majesty’s Inspectors. A limitation of the study is that indicator development focused on generic aspects of curriculum quality and not subject-specific aspects. It has very useful common factors related to curriculum quality and a list of curriculum assessment indicators.

Created (Jan 2020) by Matt Bromley is available as a free download from the Sec Ed website. Based on the Ofsted inspection of curricula, this article outlines how schools can plan based on an agreed vision, setting the destination, assessing the starting points and identifying the way-points.

This report offers important evidence on the barriers to growing a culture of lifelong learning. Levels of confidence about being able to access sufficient high-skilled employees in future are negative across all parts of the UK, but particularly in Northern Ireland.

Created by Cuttell, D and published by SecEd March 2020 is a short article that poses questions to school leaders and planners to prompt a rethink and evaluation of their curriculum. It covers rationale, breadth, balance, vision, structure, teachers’ support, assessment within the school’s context with additional commentary and challenging questions.

In August 2018, the Department for Education, announced the creation of the Centre of Excellence as a national language centre for England – backed by £4.8 million until 2022 –  that will raise the standard of teaching in languages based on the Latin alphabet like French, Spanish and German by taking forward recommendations made in the Teaching Schools Council’s Modern Foreign Language Pedagogy Review led by expert head teacher and linguist Ian Bauckham CBE.

In this article from 2018, Didau D sets out the merits and otherwise of curricular breadth and depth in Key Stages 3 and 4.

This paper published in partnership with the Creative Industries Federation, Easton E and Bakhshi H looks at the skills students will need to succeed in their careers. Creativity is essential to addressing big societal challenges. Nesta’s analysis suggests that with the proper investment as many as one million new creative jobs could be created by 2030.

This Futurelab handbook (2009) by Ben Williamson and Sarah Payton, is helpful when setting the aims and objectives of the curriculum, teaching innovations and informing decision-making during long-term curriculum planning. This handbook clarifies what is meant by ‘curriculum innovation’ and ‘innovation in teaching and learning’ at a time when that National Curriculum is under reform, and schools are being told to be more locally creative and innovative. It is about school change in terms of what is taught, and how it is taught. The handbook considers the school curriculum to be a site for exciting new and innovative classroom approaches. It shows why this may be needed, and outlines what it might mean in practice.

This publication focuses on curricula – both redesigning and implementing curricula to meet the challenges of the twenty-first century. Through an international curriculum analysis, participating countries reflect on their own practices and learn from the experiences of others. It contends that education has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Learning to form clear and purposeful goals, work with others with different perspectives, find untapped opportunities and identify multiple solutions to big problems will be essential in the coming years. Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens.

A wry, allegorical and amusing look at schooling, skills acquisition and curriculum design. Topical in the ice-age and still pertinent today when forming a curriculum philosophy.

The Royal Society (2019) states that we need post-16 curriculum change within the next ten years to ensure our young people leave education with the broad and balanced range of skills they will need to flourish in a changing world of work. This should start with a review into post-16 learning. Many countries have moved, or are moving, towards a broader and more diverse and balanced curriculum to equip the next generation with the skills that will help them adapt to new technologies and a changing world. A broad and balanced range of subjects from different disciplines is required. Sciences and mathematics need to sit alongside subjects like English, History, Geography, Modern Languages and The Arts as part of a new style of education that is available to everyone up to age 18. Subjects are taught in an interconnected way, with themes linked across different disciplines. An assessment system should allow for teaching skills in addition to knowledge, including problem solving, collaboration, creative thinking and communication. A curriculum should be design and planned with input from employers, to include the skills and knowledge they value the most. The article gives examples of how a broad and balanced curriculum may look at post-16 level.

Article by the Royal Society for Arts documents how eight arts-rich schools across the country have used learning strategies to maintain a strong arts offer in their curricula.

In this article, Ofsted’s Chief Inspector, Amanda Spielman discusses findings from recent research into the primary and secondary curriculum in England. One conclusion drawn from the research project findings is that, despite the fact that the curriculum is what is taught, there is little debate or reflection about it and a lack of common understanding around the language used in describing, designing and planning a curriculum. Apart from the timetable, there was an absence of other tangible reference points to get to grips with the complex business of curriculum planning.

In this publication, Professor Wiliam outlines seven suggested principles of curriculum design. This pamphlet publication from SSAT (The Schools Network) Ltd aims to help schools make curriculum development a planned and collegial process that builds on the expertise of others. Every school’s curriculum has to be, by definition, unique, but by using the ideas in this booklet, schools can adapt and build on the work of others to design a curriculum that will meet the needs of their students.

The Scottish Government provides a framework for planning a curriculum that meets the needs of all children and young people from 3 to 18.

This page provides a four stage curriculum development self-evaluation model developed in consultation with schools and the Welsh Government.