The Tes curriculum series, part two: theory meets practice

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Converting the best thoughts into the best actions is a process that too often goes awry, usually because of the glorious unpredictability of human nature. So how do we translate the theory around curriculum design showcased in part one of this series into the messy, human reality of the classroom? We asked teachers for their thoughts, and what we got in return is a collection of talking points that should be central to every school’s curriculum journey ​

The Tes curriculum series, part two: the theory meets practice

Mark Enser on interpreting theory

Clare Sealy on the primary problem

Neil Almond on the assessment tail wagging the curriculum dog

Megan Mansworth on the three questions to ask yourself about content

Grace Healy on assessing general vs specific theory

Nicky Clements on EYFS being its own beast

Simon Knight on developing the curriculum for SEND

Leanne Forde-Nassey on pupil referral units

Chris Dyson on why community is more important than theory

 

Interpreting theory: missteps, misconceptions and missed opportunities

The consultant was here to tell us how to design our curriculum. ...

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