Curriculum (re-)design is again in fashion, as inspectors and inspected alike recognise what should have always been obvious: that what we teach is equally as fundamental, likely more so, than how we teach.
Cue a flurry of activity from leaders and middle-leaders, getting back to fundamentals and looking once again at neglected and tired schemes of work, asking how we might be more ambitious, more attentive, and indeed more inspired by the subjects we love, or at least once loved, when we were still allowed to do so.
And what a wonderful development that is.
But as we tread the path to curriculum excellence, a central truth must be upheld: the curriculum is not just an academic matter, and the writing of it even less so.
Knowing What to Value
What we teach is a distillation of that which we deem worthy for future transmission. And not all those choices…
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