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Schools don’t tend to shout about what they do. While this modest approach is to be applauded for its aversion to – and absence of – ego, it does have its drawbacks: a lot of reinventing the wheel goes on. So, for the final part of our curriculum series, we have asked 16 schools doing interesting and exciting things with their curriculum to find their voice. Not so others can copy them, but so ideas can be shared, others can be inspired, and to show that by working together, we can help every curriculum be the best it can be ​

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 ​