ABSTRACT
It considers the importance of the curriculum and the ways in which school leaders can plan it effectively.
IDENTIFYING THE CURRICULUM
Effective schools will have a shared curriculum vision that all teachers understand and work with, but before we develop a more sophisticated identification of what the curriculum actually is, let’s create a basic definition of what is quite a difficult concept. A Curriculum for All (NCA, 1989) opens with the sentence: ‘All pupils share the right to a broad and balanced curriculum’ (1989:1). Elton (DES, 1989) states: ‘On the curriculum there are issues at three levels. First the National Curriculum, second the curricula offered by individual schools and thirdly the curricula offered by individual pupils.’ (1989:103) It is surprising that Elton, despite the dominance of the National Curriculum, manages to include the rights of both schools and individual pupils to have some say in what is to be taught and learnt. In the days preceding the National Curriculum, the Curriculum from 5-16 (HMI, 1985) suggests that: ‘All pupils should have access to a curriculum of similar breadth and balance irrespective of their level of
ability’ (1985:24). Finally, one of the statements in the Handbook for Inspecting Primary and Nursery Schools (OFSTED, 2000) which they say applies to a very good to excellent school is: The curriculum interprets statutory requirements in stimulating as well as structured ways, providing for high achievement, particularly in core subjects, and offering pupils a wealth of additional opportunities’ (2000:66)
All these definitions stress a broad and balanced core of knowledge and stress that the curriculum that is taught belongs to the state, the school and the child. Whatever we say about the curriculum, we have to be able to share our vision with all our colleagues. This culture of sharing relates back to Chapters 1 and 2, because it will vary from school to school. At one extreme might be the school with headteacherdriven initiatives and at the other, the inclusive collegiate approach. In order to deliver an effective curriculum, information needs to be shared and there needs to be the kind of leadership that encourages a shared understanding of, and an active participation in, the creation of the curriculum aims of the school.
