Best Practice

Curriculum design and delivery (part 2)

Curriculum Whole-school issues Senior leadership
Continuing his seven-part series, Matt Bromley looks at key questions to ask when creating your curriculum vision and explores Ofsted’s view of what makes an effective school curriculum (and some common weaknesses)

In the first part of this series, I explained that, when it publishes its new Common Inspection Framework (CIF) in 2019, Ofsted will shine a brighter light on school curriculums. This, I said, posed a problem because there is no agreed definition of what the curriculum is.

Whereas Ofsted believes it is “a framework for setting out the aims of the programme of education, including the knowledge and understanding to be gained at each stage”, a means of “translating that framework over time into a structure and narrative, within an instructional context”, and a means of “evaluating what knowledge and understanding pupils have gained against expectations”, others promote a broader definition of the curriculum which comprises “everything children do, see, hear or feel in their setting, both planned and unplanned” (QCA, 2000).

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