This themed collection aims to support teachers and school leaders in developing their understanding of the curriculum design and delivery process. A themed collection brings together a range of useful resources on a specific topic to support practitioners deepen their knowledge in this area and shape their own professional learning. These collections can also be used to inform colleagues’ professional development as well as school policy and practice in a particular area.
This collection incorporates a range of content types to support professional learning and reflective practice, including:
The term curriculum means many different things to different people. In its simplest form, curriculum can be defined as the ‘educational experiences that are planned for learners in educational institutions’ (Wiliam, 2013: 7). However, planning a curriculum is a complex process, with many different components to consider, including the overarching rationale, content, resources, pedagogy, sequencing and assessment (Nieveen, 2022). Practitioners need to think carefully about how these components align to successfully achieve the intended outcomes.
There are also a wide variety of actors involved in delivering a curriculum, including classroom teachers, teaching assistants, school leaders, parents and governors (Nieveen, 2022). It is important that all parties involved have a clear understanding of the rationale underpinning the curriculum plan and their unique role in delivering it.
In recent years, there has been an increasing focus on the quality of the curriculum, which has also been recognised in the 2019 OfstedThe Office for Standards in Education, Children’s Services Framework. Whilst this focus has been welcomed by many practitioners, there is still significant contention around what constitutes an effective curriculum. There is a particularly entrenched debate over a ‘knowledge’ versus ‘skills-based’ approach to curriculum design, which continues to divide educators, academics and policy-makers alike (Oates, 2018). However, despite their distinct features, these curriculum models are not as binary as they seem. In practice, one very much lends itself to the other and it is perhaps useful to see them on a spectrum (Oates, 2018). The process of curriculum design will also often be unique to the staff, students and wider community – as Marland (in Claxton, 2021) states, ‘how you teach depends on who you are teaching and what you are teaching them for: one size fits no one.’
We invite you to watch the video below to learn more about the key principles of curriculum design. Here, Tom Sherrington, author of ‘Rosenshine’s Principles in Action’ and ‘Teaching Walkthrus’ explores some of the key components of curriculum (re)design and implementation. As you watch, consider:
Claxton G (2021) The Future of Teaching and the Myths That Hold it Back. London: Routledge.
Nieveen, N. (2022) ‘Curriculum design and teacher professional learning’, Impact. 14: 1-4
Oates, T. (2018) ‘Skills versus Knowledge: A curriculum debate that matters – and one which we need to reject’, Impact. 4: 18–19.
Ofsted (2019) ‘Ofsted Inspection Framework’. Available at: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework (accessed on 28.11.23)
Wiliam, D. (2013) Principled Curriculum Design. SSAT Ltd.
The following section provides a range of articles that explore practitioners’ experiences and perspectives related to curriculum. In many of the articles below, practitioners provide a detailed account of how they have used research findings to inform the curriculum (re)design and implementation process in their setting, and reflect upon the impact of this on their students, staff and wider community. In other articles, authors offer thoughtful and considered insight on a particular topic related to curriculum.
We invite you to make notes on the perspectives and the approaches taken in these articles to inform your own next steps and consider how you might apply some of these insights in your setting.
You could also consider the following questions:
Research summaries are short articles that summarise findings from a single research article. Research reviews are longer articles that critically evaluate the evidence on a larger research theme.
Many of the summaries below act as an introduction to the different curriculum models most often used in schools. However, this is not a definitive list, as even within a particular model there can be numerous variations. Other content explores more specific elements related to curriculum design and delivery, including creating an ambitious curriculum for all, diversifying and decolonising the content and incorporating student voice.
We invite you to read the research and consider the following questions:
Having engaged with the resources above, take a moment to reflect on your learning. The following questions will help to consolidate your learning and inform your next steps.
Hear from leading experts in the field on a range of topics related to curriculum. More specifically, these webinars will encourage you to think critically about your curriculum, providing insight and practical guidance towards a more inclusive and creative approach. You may also find these a useful starting point to begin discussions with colleagues.
