Q2 - In your experience, is it curriculum design or pedagogy that schools use as a priority tool for a) impressing Ofsted and b) securing better outcomes for learners.
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Q3 - You pose the above (a&b Q2) as a paradox - Do you think we are comfortable enough in the uncomfortable, in school leadership… particularly when it comes to realising curriculum policy in practice?
Q4 - I use realisation and not implementation, as a deliberate attempt to emphasis the agency that exists with school leaders and their teams. Could the concepts of realisation Vs implementation be the crux of the challenges with any national curricula?
Q5 - What you present in the A4 proposal (which I like), is curriculum understanding and application over coverage? How far could we go in removing the barriers presented by a coverage focussed, assessment driven curriculum?
1/21 A1: I think there is definitely value in distinguishing geography as a standalone subject to some extent at least in primary school because each academic subjects represents a specific way of studying our world and/or a collected body of knowledge and skills.
2/21 Pragmatically, it also makes ordering pupils' learning in a cumulative fashion considerably more achievable. That said, there is no reason why this organisation has to be immediate or constant.
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