How do we ensure that learners are prepared for the future?
Written by: Charlotte Errington
7 min read
CHARLOTTE ERRINGTON, HEAD OF YEAR 11, SIR JOHN TALBOT’S SCHOOL, UK
During my career, I have moved from curriculum to pastoral leadership, with my personal beliefs on the purpose of curriculum also shifting. Previously, a scheme of work would have focused on a specific historical skill, as outlined by the National Curriculum, to develop the disciplinary skills needed for GCSE history. However, becoming a head of year has rapidly changed my outlook to one focused on developing soft skills, such as teamwork, resilience and organisation, as well as an understanding of metacognition and emotional regulation, to ensure that learners can access every lesson and are fully prepared for life post-16. This article seeks to understand how we can prepare our students for a future that may not be fully defined yet.
Curriculum aims
In an ever-changing world, where technology is developing at an extraordinary pace (for example, the emergence of artificial intelligence), we find ourselves in the
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