Governors and Curriculum

The curriculum can be a difficult area for governors as they may feel they have insufficient knowledge to ask questions or make decisions, however, if they are to fulfil their role as ‘critical friend’ governors need to become involved in this area.

Background

In 1988 the National Curriculum was introduced and although there have been two major since the central idea remains that children in English school should have a core entitlement, and that the curriculum should offer breadth and balance.

Aims of the curriculum *QCA

“The curriculum should enable all young people to become:

  • Successful learners who enjoy learning, make progress and achieve
  • Confident individuals who are able to live safe, healthy and fulfilling lives
  • Responsible citizens who make positive contributions to society.

These aims should always inform schools’ planning for learning and teaching, whether they are considering whole-school issues or planning individual lessons. Likewise the aims should inform planning across the curriculum as a whole as well as planning for subjects.”

Any decisions about the aims of the curriculum should flow from the school Mission Statement; this is the document that outlines the core values that underpin the curriculum. Taking a fresh look at the Mission Statement asking questions such as, does it reflect what is actually happening in school, what changes should we consider, is a good way helping governors to become involved and help them to become effective critical friends. A good starting point for all schools is Every Child Matters with its five outcomes that every child should

  • Be healthy
  • Stay safe
  • Enjoy and achieve
  • Make a positive contribution
  • Achieve economic wellbeing

A more detailed version of the outcomes can be found on

DBE Services has produced a companion document titled ‘Every Child is Precious in Gods’ Sight’ which follows the format of Every Child Matters but puts things into a Christian context. This document can be accessed…………

Primary Schools – what questions can governors ask to prompt discussion?

  • What are we trying to achieve?
  • What outcomes do we want?
  • How are we organising learning?
  • What do we want to change?
  • What problems are we facing that hinder change?
  • How do we know if we are successful?
  • How do we define success?
  • What steps are we taking to personalise learning?
  • What is working well and what should be change?

This is not an exhaustive list just a starting point for discussion.

Secondary Schools

Secondary schools are beginning to implement a new curriculum framework with a greater emphasis on concepts and skills with more space for creativity and personalisation. The framework for personal learning and thinking skills (PLTS) and the functional skills for English, mathematics and ICT set out the skills that young people will need for employment.

The PLTS framework comprises six groups of skills. Each group of skills is distinctive but interconnected. Young people need to be:

  • Independent enquirers
  • Creative thinkers
  • Reflective learners
  • Team workers
  • Self-managers
  • Effective participators

The secondary curriculum has guidance materials for schools to show how the whole curriculum contributes to learners’ personal development. There are also two new non-statutory programmes of study:

  • Personal wellbeing
  • Economic wellbeing and financial capability

These programmes of study draw together several strands of the curriculum and offer a new way to carry out a school’s statutory duty to promote wellbeing.

What questions can governors ask to prompt discussion?

  • What are we trying to achieve?
  • How are we going to organise learning?
  • Why do we need to change
  • How will we know if it has been effective?

Assessment

The new secondary curriculum has placed an increased focus on personalised learning and monitoring individual pupils’ progress. This means raising the status and profile of teacher assessment linking it clearly to national standards. With a greater emphasis on personalised learning, assessment also needs to be personalised to ensure that all learners have the opportunity to make progress and achieve.

How can governors help with this process? By making time at governors meetings to discuss the issues for their school looking at what help and support teachers might need as they move towards personalised forms of assessment? Also are there any underlying barriers to progress? These discussions will help governors to gain a wider understanding of the process of education and their role in it.

To find out more about

Qualifications and Curriculum Agency (QCA) go to and select getting involved from the menu

Every Child Matters: Change for Children go to

Secondary curriculum to see the new programmes of study or to read the supporting materials go to

DBE Services Every Child is Precious in Gods’ Sight go to …………….

General information about governors issues contact:

Mrs Joan Stein School Adviser (Governance)

St.James’ House

20 St.James Place

Liverpool L1 7BY

Phone 705 2190

Fax705 2211