A curriculum fit for our region’s amazing schools: A CALL FOR CHANGE
Is the current curriculum holding our schools back? The Curriculum and Assessment Review Panel is seeking suggestions and proposals to enhance the curriculum and assessment system, offering the perfect opportunity for Schools North East to LEAD NOT PLEAD, highlight the amazing practice that exists in schools across our region, and amplify the concerns of our 1,150 schools across the region.
A ‘one size fits all’ approach to education policy can be ineffective and inefficient. Our region requires a different methodology because we face specific educational challenges in greater numbers than other regions of our country: SEND numbers, the extent and impact of long term deprivation and the greatest numbers of the lowest performing demographic, white working-class boys.
These issues are reflected in school attendance figures and GCSE/ A Level performance when compared to other regions, at the highest grade end of the results spectrum.
A blank approach to curriculum development undoubtedly deepens these inequalities, which is why we’ve eagerly embraced the opportunity to put forward our own recommendations to address these perennial , critical issues.
Summary of the recommendations from Schools North East
We strongly emphasise the importance of a curriculum that reflects the unique context of the North East, addressing socioeconomic disadvantages, SEND needs, and ensuring equitable access to cultural and educational opportunities.
This approach must be complemented by a “Context Premium,” introducing targeted funding to support schools in tackling local challenges. From enrichment opportunities to SEND provision and staff development, such funding is critical for addressing specific deficiencies. Sustained funding is also essential for students affected by long term deprivation, ensuring they receive consistent support throughout their educational journey.
To alleviate workload pressures on both teachers and students, the curriculum should be streamlined, reducing unnecessary repetition, particularly at Key Stage 3. This phase, often referred to as the “wasted years,” would benefit from greater continuity between primary and secondary phases to support smoother transitions. Addressing these transitions is vital for maintaining momentum and ensuring students build on prior learning effectively.
Persistent gaps in SEND provision and attendance rates also demand urgent attention. The curriculum must be inclusive, catering to the diverse needs of SEND students while tackling disproportionately high rates of persistent absence in the region. Incorporating regional curriculum components can further promote equity and inclusion, engaging students by fostering pride in their community and encouraging civic participation.
Finally, assessment reform must prioritise reducing pressure and broadening definitions of success. Assessments should serve as tools for learning rather than sources of stress, with a focus on diverse evaluation methods that embrace inclusivity.
The Curriculum and Assessment Review must strive for a more balanced, equitable system that prepares students for varied pathways while supporting their well-being. Together, these measures form a comprehensive framework for addressing the unique challenges and opportunities in the North East education system.
However, a broader, more relevant curriculum must not come at the expense of educational standards. On the contrary, a well-rounded and inclusive curriculum has the potential to raise standards by engaging students more effectively, fostering deeper learning, and preparing them for a wider range of future opportunities.
High expectations and academic rigour should remain central to any curriculum reform, ensuring all students, regardless of background, have access to the knowledge and skills they need to succeed. By embracing diverse pathways and celebrating varied forms of success, schools can unlock the full potential of every learner, enriching their education while maintaining the highest standards of excellence.
We call on the government to ensure that this upcoming review delivers a curriculum that empowers educators and permanently eradicates perennial inequalities. Join us in calling for a curriculum that truly reflects the needs of our region, and let’s continue to put a strong regional accent on the education debate.
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You can read a draft copy of the Schools North East submission here, and we kindly ask you to take a moment to review the draft and provide your feedback through this brief survey.
This is the initial stage of the review process and we will keep refining our recommendations throughout the academic year. Your input is highly valued, and we appreciate your time and effort in helping us improve our submission. We will share with you our completed submission.
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