The curriculum should be valued for its own sake and not merely as a means by which to prepare for assessment.
Sam Rees-Adams, Financial Services Skills Council (above)
Architects of the curriculum need to be brave enough to think of a different curriculum, organised in a way that makes sense to the learner.
They must challenge the view that learning takes place in a special room, in a particular building, in forty-minute periods covering very disparate areas of work.
Maurice Smith, Ofsted
An effective curriculum would enable all pupils to feel that they are gifted and talented and that they have some flexibility to choose their own learning pathways.
Ros Garside Education Bradford
A future curriculum that draws on a cosmopolitan view of the world will allow all children and young people to learn essential, meaningful knowledge, which is not necessarily subject and disciplinary knowledge, but connected and clustered core knowledge that has relevance to their different and diverse lives.
Professor Lori Beckett, Leeds Metropolitan University We need to abandon the approach of designing progression routes for the “ideal learner” and then differentiating the curriculum for young people who do not fit this mould.
Steve Haines, Disability Rights Commission
Diversity in schools should be matched with greater flexibility in the curriculum.
Miles TemplemanInstitute of Directors Assess that which is relevant, when it is relevant, in a manner which enhances and broadens the individual’s learning rather than restricting it.
Chris Davis National Primary Headteachers’ Association
An important aspect of the curriculum of the future will be to acknowledge the different needs of different groups of students both within and between schools and colleges. Any national curriculum should permit different emphasis either within or beyond that which is prescribed.
Mike Cresswell, AQA
New curriculum models must remove the academic-vocational divide that has beset British education for generations by establishing overarching programmes of study which do not separate academic and vocational but instead allow for a greater degree of personalisation.
Jim Collins, Association of School and College Leaders
