Designing a curriculum to nurture compassionate citizens
Written by: James Biddulph
5 min read
Long before the current Chief Inspector for Schools, Amanda Spielman, emphasised the importance of a broad and balanced curriculum, the Cambridge Primary Review (CPR) (Alexander, 2010) recommended that the primary curriculum reflect schools’ contexts and communities – that it should be designed carefully and with consideration of its local setting. The University of Cambridge Primary School opened in September 2015 as the first university training school for primary in the UK, designed to be research-informed and research-generating (Gronn and Biddulph, 2016). As such, we have worked to develop a curriculum that is bold, free-thinking and rigorous, underpinned by a commitment to the values of empathy, respect, trust, courage and gratitude.Building on these values, we aim to be inclusive, ambitious and innovative for our children. We saw that our curriculum would be the vital structure upon which our aims would be realised. As Kelly (Kelly, 2004) argues, a curriculum that is equated
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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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