The need for rebalancing
I am a passionate advocate of community curriculum-making (CCM).[1] This is a catalytic curriculum development principle, and I will extensively explore the challenges involved here.
The proposal is that community curriculum-making would not be a curriculum requirement, but something schools could choose if they ‘get it’ and can demonstrate that they have made plans and will develop the principle over time. It is one of the routes through which some diversity can be introduced into NC curriculum offerings in England.
I am also acutely aware of some of the terms of the review brief in that it should:
- be ‘fit for purpose’ in supporting young people for future life and work;
- ensure that the assessment system fully captures children and young people’s knowledge and abilities;
- have attention paid to the practicalities of implementation.
Curriculum is always a balancing act in trying to meet different needs and demands, but the English national curriculum needs rebalancing if it is to engage school students and give them a chance to build more complex and life-enhancing identities and aspirations.
The power of community curriculum-making
I would argue strongly that the review group should encourage schools to use community as a main pillar of curriculum making. Community, although challenging to define, can provide people, places, issues, data and context as resources, with the additional benefit of stimulating cooperation with other services for children and families.