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Curriculum (secondary)
- Curriculum models: progress 8 How can curriculum models reflect progress 8? In this article we look at how schools have adapted their curriculum offers in preparation for the progress 8 measure. We also relay advice on planning your curriculum in light of the secondary accountability reforms.
- Curriculum requirements: maintained secondary schools If you're reviewing or updating your curriculum, find out what you need to cover to stay compliant with requirements and meet DfE expectations.
- Curriculum requirements: secondary academies If you're reviewing or updating your curriculum, find out what you need to cover to stay compliant with requirements and meet DfE expectations.
- Department/subject leadership: checklist for the new academic year (secondary) Use our checklist of tasks to help get your department in line for the new academic year.
- Developing a post-16 skills-based study programme Are there any examples of post-16 programmes of study for pupils with SEN? We link to examples of skills-based curriculum programmes from special schools, specifically for post-16 students with special educational needs (SEN).
- English: how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in your English curriculum. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- Geography: how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in your geography curriculum. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- History: how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in your history curriculum. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- How to meet the statutory careers requirements (secondary) Find out what you need to do to meet new expectations for careers guidance from September 2018. And understand what the Gatsby benchmarks are and the steps you should take to meet all 8 of them.
- Managing a condensed KS3 and a three-year KS4: pros and cons Find out what you need to consider before condensing your KS3 or extending your KS4, including possible advantages and disadvantages. Read an example from a school that has managed this successfully.
- Maths: how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in your maths curriculum. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- Modern foreign languages (MFL): how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in the curriculum for any language. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- Providing an effective vocational education (secondary) How can we provide an effective vocational education? We relay advice from three of our associate experts on how schools can provide an effective vocational offer at KS4 and develop vocational skills across the curriculum. We also look at how schools can keep costs manageable.
- Relationships and sex education: new requirements from 2020 (secondary) New guidance on relationships, sex and health education is out. Find out what you’ll be expected to cover from September 2020, and the changes to parents' right to withdraw their children from sex education.
- Science: how to audit and improve your curriculum design (secondary) Use our audit tool to diagnose and address weaknesses or gaps in your science curriculum. It includes discussion starters to help you assess your approach and suggests next steps based on your situation.
- Teaching core life skills (secondary) How can we deliver effective provision for the teaching of core life skills? In this article, we relay advice from three of our associate experts on how the teaching of core life skills can be built into the curriculum, and how the impact of teaching these skills can be measured.
- Timetabling: achieving value for money (secondary) How can we determine whether our timetable delivers value for money? This article relays advice from three of our associate education experts, who suggest ways to achieve cost-effective timetabling. It also points to guidance about timetable efficiencies in MATs and federations.
- Work experience: guidance Work experience isn’t statutory at Key Stage 4, but is expected at Key Stage 5. Familiarise yourself with guidance on this, including how to make this work for pupils with SEN, and take a look at what some schools do.