ABSTRACT
This chapter examines the notion of what a curriculum is, and what it is not. It argues that it is every bit as important to consider what is taught as it is to consider how it is taught. It argues that the knowledge demands of the curriculum need to be carefully considered in order to build growth mindset experiences which require effort in order to achieve success, citing the Matthew effect and Daniel Willingham’s research in cognitive science. It then goes on to look in more detail at the preparation of students for high-stakes examinations in a growth mindset school and the different curriculum structures which can support or undermine a growth mindset. Specifically, the chapter examines the debate around ability grouping, setting, and streaming, before concluding with a discussion of the importance of pitching curriculum challenge carefully, using differentiation to ensure that young people have repeated experiences of having to apply effort, but then gaining the rewards of success and progress.
