Culture, belief, learning: Driving curriculum reform through the YesUCan Framework

DAVID BOWMAN, RETIRED TEACHER OF MATHEMATICS, FARMOR’S SCHOOL, UK Previously published articles (Bowman, 2018, 2022) discussed how when academic mindsets (Farrington et al., 2012) and brain plasticity (Blakemore and Frith, 2005) are explicitly integrated into a classroom culture, students believe that they can learn, improve and achieve. Since 2001, I have been developing a culture of YesUCan, where students have achieved continuous improvement. Over the last three years, I have collaborated with Sam and Steve Lomax to develop the YesUCan Framework. The YesUCan Framework is built around a coherent set of four domains that together explain how belief, learning, responsibility and thinking combine to drive improvement and achievement (Figure 1). Our respective expertise has developed a framework that aligns with the expanding field of brain, mind and education (BME), bridging neuroscience, psychology and pedagogy. The framework provides the tools with which teachers who are passio