The idea of a new national curriculum is taking us backwards. The recent changes to the curriculum and its lists of “key course content” seem to have returned us back to a time when the classroom prioritised classical, canonical texts and theories.
This brings with it obvious challenges to classrooms and institutions in which pre-existing background knowledge and any preconceived ideas of culture differ hugely from student to student.
The recent article by Chris Kirk in the TES (January 2017) about government interference and the shambolic consultations and (lack of) response to the English Baccalaureate also highlighted just how confusing and necessary this process can be when government departments attempt to tell teachers what it is that is good for our children to know.
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