Curriculum the fulcrum of quality

Announcing the publication of my book Secondary Curriculum Design and Delivery - Glynis Frater

In this article I want to share with you that my second book?'Secondary Curriculum Design and Delivery'?is now available. It has been a journey for me to delve into the complex structure of the secondary curriculum and create a book that looks in detail at content, pedagogy and the weaving of knowledge and skills within and across subjects both core and foundation.

My first book, published in 2023'?'Primary Curriculum Design and Delivery'?has been well received and this follow up creates the synergy I wanted to convey that the taught curriculum must be sequential and build on prior learning from early years through the primary phases then into key stage 3 and 4 and ensure there is an ambition to equip pupils with the knowledge and life skills that will sustain them as they grow into adulthood.

A shift from key stage 2 to 3

There remains a shift from how we educate pupils in the primary phase and how we do so in the secondary phase. Planning how to shape the content of the secondary book would inevitably be different from the primary. There is a much greater emphasis on the core skills of maths and English in primary schools. However, deeper thinking about the curriculum and how it is taught in the primary school meant there was an imperative to look in more detail at the teaching of knowledge and of ensuring that the foundation subjects are taught by teachers with subject expertise.

It became clear to me that in terms of the primary book it was essential to focus more on the generic concepts that apply in subject specific planning where staff with responsibility for teaching subject knowledge could work together to plan how to teach across the foundation subjects. The dovetailing of the core into subject specific learning is a theme because it is so important that pupils learn the basics well and can them apply them within a range of ever more complex learning opportunities.

Planning how to focus on the secondary content had to acknowledge the subject specific nature of how the timetable and teaching of the curriculum in the secondary school is organised. Subjects are mainly taught in isolation and rarely is there a synergy that focuses on anything with cross-curricular parallels. Schools are organised to place a greater emphasis on key stage 4 where individual, team and whole school accountability is at stake.

Transition strategies and a focus on key stage 3

I have devoted a whole chapter to how schools can create powerful partnerships across the transition bridge from key stage 2 to 3 so that schools can recognise and avoid the well-researched average 40% dip in the performance of pupils by the end of year 7. I have also devoted another chapter to looking at some of the research and good practice that abounds about how to ensure key stage 3 builds from year 6 into year 7, 8 and 9 and is a powerful springboard that ensures pupils are ready for key stage 4 and deeper study that continues to prepare them for external examinations.

There are so many opportunities to use the curriculum in a way that weaves the core learning and the foundation learning in key stage 3 so that pupils can make connections across their learning, see where their literacy skills and their learning in maths and English are also essential as part of learning in all elements of study. Creating this synergy in key stage 3 builds the unconscious competence pupils need to have so that they can develop the higher level thinking skills that will enhance their potential to achieve well at the end of year 11.

Communication, maths and science

English has a unique place in the secondary curriculum as it is to the communication skills and making sense of the world through literature that can be a foundation for other learning in subjects such as history, geography, art or science, or in fact anywhere else across the curriculum. My chapter on communication is not meant to be an-depth look at the English curriculum but at the power of reading, writing and speaking and listening to enhance learning everywhere.

Maths as with English is pivotal and an essential element of the secondary curriculum. It is however, as with English not my intention to tell the expert how to plan and teach their subject. It is to look at maths and its place in society and as an integral part of all learning. Learning maths concepts is essential but we can't stop there. Weaving the concepts into where they apply in the context of learning in other curriculum areas can be so enlightening and help to ensure maths has meaning and structure.

The science curriculum offers so many opportunities to enhance the potential of pupils in many ways. Once again, it has not been my intention to tell science experts how to teach science. I have focused on the big ideas in science, the many opportunities to see science in its widest context and to weave learning from across a plethora of different situations to enhance science learning. The 'working scientifically' section of the Science Programmes of Study reveal a wide variety of skills and abilities for pupils to gain over time and provide real opportunities for innovative, practical and challenging science learning .

The humanities - singular and intertwining disciplines

Each of the humanities subjects is nearly always taught separately. I have looked at each but also at the potential to see the connections and how these subjects are interweave and provide us with opportunities to look at landscape, and place and the connection to human nature, intellect and discovery, beliefs and politics and how there is scope for a focus on looking at humanities in a holistic way as well as a suite of separate subjects.

Creating a synergy with both the way humanities subjects have been taught in the primary phase and how key stage 3 can be a valuable opportunity to use the humanities curriculum as a basis for enquiry, questioning assumptions and challenging thinking can create the skills and knowledge that will enhance learning in key stage 4 and beyond.

The creative, the vocational the physical, the social and the cultural

I devote a chapter to design, creativity and expressive arts in its widest context both as distinct subject but also in the context of how they dovetail together in the pursuance of creativity and expression so that all pupils can find their voice in whatever medium they explore. There is a focus on art, music, design technology but also how they are linked together in the real world.

The curriculum is crowded with so many different elements. I have emphasised all the way through this book that knowledge and associated skills are not automatically set out in separate subject silos but are abundant in all aspects of learning across the whole curriculum. This is never more so than in the requirement to teach physical, emotional, social and cultural disciplines which give rise to so many opportunities for independent study, off-site visits and the use of the widest technology and media.

I look at food technology, PE, vocational and careers education, RSE and health and well-being but as with the general themes of this book, it is not for me to go into detail as to how expert teachers can structure the subject knowledge but more to how learning can be enhanced when there are connections made and pupils can relate their learning with elements of other learning and their life outside school.

Ideology and the past and future in curriculum thinking

I start the book with a short history of the curriculum from before 2010 to the present and I end the book with a look at what might happen next with new political ideology and a general desire to change the status quo because of polarised political thinking. I talk about curriculum leadership and the pivotal role of the subject leader in managing change and ensuring excellence in pedagogy and learning. I hope that what is within this book provides an insight for all those who plan and deliver the curriculum into what will enhance learning, deepen knowledge and allow pupils to develop as lifelong learners. I also hope that the spirit that is within it is one that will remain whatever changes come to pass over the next few years. It is about learning, high quality pedagogy and the potential for all pupils to enjoy subject specific learning but to also see the connections that will enhance their ability to deepen their understanding over time.

CPD from Learning Cultures

This book has been written as a result of my work in creating courses, programmes and other learning opportunities for leaders and teachers who plan and deliver the curriculum. In the quarter of a century that I have been involved in policy, influencing curriculum thinking and supporting educators I have developed so much knowledge, so many resources for training and such a wealth of experience and best practice.

tice examples and I wanted to create a space to share them. We continue as a business to provide high quality professional development for all those who work in the education profession. We have a wealth of courses linked to the?curriculum?and also have a suite of?amazing coaching courses?and programmes. I would love to hear from you to find out how mine and my team's considerable expertise can help you and your teams. Give me a call on?07974 754241?or email me?[email protected]

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