A truly national curriculum needs to reinterpret Britishness as a civic notion -a notion that evokes a broader understanding of belonging. It would confront the legacy of injustice, inequality and distrust that has grown in society as a result of internal and external colonialism. It would seek to demolish the brick walls that thwart the ambitions of many young people and instead afford them the opportunities that should be open to all members of a democratic society.
Professor Jagdish Gundara Unesco professor of international studies and teacher education
We need a more accomplished way of recognising and harnessing young people’s capabilities and insights. Pupils have a lot to tell us about ways of strengthening their commitment to learning in school.
Jean Rudduck Cambridge university
Knowledge is changing so fast that we cannot give young people what they will need to know, because we do not know what that will be. Instead we should be helping them to develop supple and nimble minds, so that they will be able to learn whatever they need to. If we can achieve that, we will have a world-class workforce comprising of people who are innovative and resourceful.
Guy Claxton Professor of learning sciences, Bristol university
Robust, reliable, scalable high-stakes assessments could challenge the grip of paper-based testing that chokes much that is innovative in our use of ICT in schools.
Angela McFarlane Professor of education, Bristol university
There is everything to be said for seeing “success” as a major aim for schooling, as long as it is not defined too narrowly.
John White Emeritus professor, London university
