‘Future-proofing’ pupils: The role of a broad and varied curriculum in building skills for life

JAMES LEIGH, HOUSEMASTER, CANFORD SCHOOL, UK

In an era of rapid professional change, it is essential that young people develop the skills necessary to thrive in both the workplace and wider society. However, this is not a new concern: just over 20 years ago, Barnett (2004) reflected on the need to prepare young people for an unknown future, stressing that we must build ‘human qualities’. Rather, it is an evolving concern, and with the rise of artificial intelligence and unpredictable career paths, this challenge is perhaps more urgent than ever. The World Economic Forum (2025) argues that education must move beyond memorisation and high-stakes exams and instead help students to develop a deeper self-awareness of how their skills can transferThe processes of applying learning to new situations to new contexts, careers and technologies. Teachers have a vital role to play in modelling this adaptability and guiding students to understand and articulate the skills that they gain. A curriculum that combines academic rigour with co-curricular activities, such as the arts and sport, can help to nurture this self-awareness and build the resilience, character and transferable skills needed for the future. This article explores how co-curricular engagement can foster these attributes and enhance career readiness, drawing on research and educational policy perspectives.

The importance of a broad and varied curriculum

The traditional academic curriculum has long been prioritised in education systems worldwide. However, as the world of work evolves, so too must the skills that young people develop during their formative years. While core subjects such as maths, sciences and English are undoubtedly important, they alone do not fully prepare students for the complexities of modern employment. A balanced curriculum that integrates arts, sports and vocational education may offer students opportunities to develop creativity, leadership, problem-solving abilities and resilience.

Curriculum reform and skills for life

The Department for Education’s 2025 Curriculum and Assessment Review, led by Professor Becky Francis, marks a significant shift in how schools are expected to prepare pupils for the future. Building on the foundations of academic knowledge, the review emphasises the importance of developing broader life skills and personal attributes essential for success in a rapidly changing world. Key areas include digital literacy, problem-solving, oracy and climate awareness, alongside continued support for creative, sporting and volunteering opportunities. The review also highlights the need to rebalance assessment, with proposals to reduce the number of high-stakes GCSE exams in favour of more varied and inclusive forms of evaluation. This approach aims to ensure that all pupils, regardless of background, leave school with the knowledge, skills and character needed to thrive in modern life.

The role of DELTAs in future careers

The McKinsey & Company report ‘Defining the skills citizens will need in the future world of work’ (Dondi et al., 2021) highlights the importance of developing distinct elements of talent (DELTAs). Dondi et al. identified 56 DELTAs across four categories:

• cognitive (for example, structured problem-solving, critical thinking and adaptability)
• self-leadership (for example, self-confidence, resilience and goal-setting)
• interpersonal (for example, teamwork, negotiation and leadership)
• digital (for example, data analysis, software use and technological adaptability).

Their own research indicates that proficiency in these DELTAs strongly correlates with employment, income levels and job satisfaction. Notably, self-leadership skills, such as coping with uncertainty and self-confidence, are among the most predictive factors for career success – areas where traditional curricula often fall short.

Integrating DELTAs into co-curricular participation

To help students to develop these critical skills, schools might consider ways in which to encourage structured reflection on DELTAs within co-curricular activities. Supporting students to identify and articulate the skills gained through extracurricular involvement could strengthen their ability to demonstrate competence in applications for further education and employment.

Example: Chess club

A student participating in chess club may develop structured problem-solving, logical reasoning, agile thinking, humility (learning from losses), sociability and achievement orientation. Instead of simply listing ‘chess club’ on a university or job application, a student might frame their involvement in terms of skill development: ‘Through chess, I have honed my problem-solving abilities, strengthened my logical reasoning and developed adaptability by responding to complex game scenarios.’ This approach not only highlights key skills but also demonstrates a reflective mindset, an attribute valued by employers and higher education institutions.

Careers education and the ISI inspection framework

Embedding DELTAs within co-curricular activities also aligns with careers education requirements, particularly Gatsby Benchmarks 3 and 4:

• Benchmark 3: Addressing the needs of each young person  – ensuring that career education is tailored to individual aspirations and skill development
• Benchmark 4: Linking curriculum learning to careers  – demonstrating how academic subjects and extracurricular engagement contribute to career readiness (Gatsby, nd).

Furthermore, the Independent Schools Inspectorate inspection framework (ISI, 2023) emphasises the importance of holistic education, reinforcing the benefit of supporting students in identifying and developing key transferable skills.

The transformative role of schools

By embedding arts, creativity, sport and vocational subjects within educational frameworks, schools can play a transformative role in preparing students for life beyond school (OECD, 2023). They might encourage structured reflection so that students assess and articulate the skills gained through extracurricular involvement. They could expand career education to highlight the real-world relevance of frameworks such as DELTAs, and find ways in which to foster resilience and adaptability by developing self-leadership and interpersonal skills through both academic and co-curricular opportunities.

Wellbeing and skill development

Engaging in a variety of co-curricular activities also benefits students’ wellbeing. A recent study at NLCS (Street, 2025) highlighted how participation in a diverse range of activities helps students to build buoyancy – the ability to handle routine setbacks. The findings indicated that pupils with higher buoyancy were often engaged in a breadth of extracurricular activities, suggesting that meaningful involvement outside the classroom enhances their capacity to navigate challenges. By providing structured guidance on co-curricular engagement, skill identification and application, schools could not only prepare pupils for professional success but also support their emotional and psychological wellbeing.

Conclusion

The future of work demands more than academic excellence alone; it will likely require a generation of resilient, adaptable and skilled individuals. A broad and varied curriculum that includes character education, co-curricular engagement and career-focused learning could play a vital role in equipping young people for success. By exploring ways in which to integrate DELTAs into educational practice, schools may help to ensure that pupils are not only academically prepared but also empowered with the skills and confidence to navigate an ever-changing professional landscape.