In the first article in this two-part series on curriculum impact (Bromley, 2020a), I explained that – to my mind – the purpose education is not solely to get pupils through qualifications, though these are clearly important, but rather to genuinely prepare pupils for what comes next.
Indeed, if we are to focus on the real substance of education, provide a broad and balanced curriculum that is ambitious for all and tackles social justice issues, then we should measure the impact of all this. As such, I argued that the purpose of “impact” is at least threefold:
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