Implementing a knowledge-rich curriculum

Understand what a knowledge-rich curriculum is and prepare for common challenges you might face when implementing one. See approaches from 3 schools to help you get started.

Last reviewed on 30 November 2023
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Contents
  1. What makes a successful knowledge-rich curriculum?  
  2. How 3 schools have approached this
  3. Consider these common challenges before diving in 

What makes a successful knowledge-rich curriculum?  

The DfE says that, taught well, a knowledge-rich curriculum: 

  • Focuses on the essential building blocks of knowledge required on the path from novice to expert (rather than how to ‘think like an expert’) 
  • Teaches pupils about the struggles and achievements of people from all races through learning the arc of history
  • Is diverse and inclusive 
  • Provides pupils with knowledge and facts so they can challenge opinions and form their own

Ofsted describes a knowledge-led approach as pupils mastering subject-specific knowledge and becoming 'fluent' in that knowledge. They then develop skills as an outcome of the curriculum.

The 2019 Ofsted inspection framework also emphasises that pupils should be provided with the knowledge and cultural capital they need to succeed in life. 

The Education Endowment Foundation says that “a successful knowledge-rich curriculum should be designed to help pupils remember what they have been taught”, through effective sequencing.

How 3 schools have approached this

How a primary school has planned a knowledge-rich curriculum 

On its website, Guilden Morden CofE Primary Academy in Cambridgeshire explains: 

  • The aims for its pupils
  • How the school's knowledge-rich curriculum is structured
  • How the school is working with Primary Knowledge Curriculum to develop its curriculum

Resources from a primary special school to assess the knowledge-rich curriculum 

Holmwood School in Middlesbrough has produced resources that explain the key features of knowledge-rich assessment for different subjects. 

You can download them on the school’s subject pages – they’re the files that end in ‘sticky knowledge’, such as the French, history and geography examples on this page

How a secondary school has developed a knowledge-rich curriculum ‘journey’ 

Stockport School has a presentation, policy and learning journey summary on its website that explains: 

  • What effective learning requires
  • How the school has developed its knowledge-rich curriculum over the past few years, considering: 
    • The school’s context 
    • Pupils’ understanding of international issues 
    • Access to the world around pupils 
    • Employability 

Consider these common challenges before diving in 

How you’ll apply the approach across different subjects

It’s easier to apply the approach in certain subjects, such as maths, as knowledge builds fairly logically. 

However, it can be more difficult to study key information in isolation before covering other topics in subjects such as humanities or English literature. For example, the ability to analyse a poem requires the student to draw on knowledge about vocabulary, themes and life experiences.

Primary schools: download our subject audit tool to help you spot strengths and areas for development in your curriculum implementation. 

Secondary schools: you can do the same using our SEF checklist for different subjects and departments.

How you’ll balance planning and resourcing with workload 

The approach requires careful curriculum planning. To implement it effectively, you may need to overhaul the notes and resources you give to pupils as they need to reflect the key information you want them to learn. Read our knowledge organiser article to see ways of doing this.

Prepare for this carefully as there may be significant planning, resourcing and workload implications.

How you’ll respond to resistance from teachers

Some teachers may be resistant to the approach, as an overhaul of the curriculum may require them to change their teaching style. It will also impact workload, as mentioned above.

You’ll need to reassure teachers that you'll support them to embed the approach. 

Make sure staff understand why you're implementing it and what the benefits are.

Sources

Ben White is the director of curriculum at an ‘outstanding’ secondary school and research director for Ashford Teaching Alliance. He is also a specialist leader of education. Ben’s areas of experience include staff development, curriculum reform, evidence-based practice, and effective assessment and evaluation.

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