We need as many people as possible to respond to the Government when their review of the National Curriculum comes and goes to consultation. The Curriculum Foundation (Mick Waters et al) is urging all its members (I am one) to get 25 others to respond who in turn should urge 25 more.

Read on and see why it is so important to respond en masse:

What might the review of the national curriculum say?

The far reaching proposals are likely to:

• much reduce the size of the curriculum
• set a clear statement of what pupils need to cover  
• focus on a limited range of subject content
• increase the specificity
• emphasise the acquisition of knowledge
• state learning in a year by year framework
• reduce the range of subjects to be taught
• emphasise four subjects above others; English, mathematics, history and science

The principle of an ‘entitlement’ is likely to be removed. Academies and Free Schools will not be expected to follow the national curriculum. They will have earned exemption from something the government sees as vital. Academies

supporting a weaker school will be expected to model how to improve…but will not have the requirement to teach that which is required of their partner.

These are far reaching proposals. Everyone should have a view and make a response.

Where does all this come from?

The new proposals are likely to be built around the thinking of E D Hirsch. His work explains how society’s prosperity relies on the growth of knowledge. Hence the argued need for the national curriculum to state the knowledge pupils need to be taught. The proposals are likely to remove an emphasis on the learning of skills.

Is there a problem with knowledge? Not at all. We talk of the knowledge economy as vital in the 21st century.  We need knowledge to build skills and skills to build knowledge. The problem is not with the knowledge but with the interpretation of knowledge as a set of facts. Knowledge is more than facts.

Knowledge is often a proxy measure for deeper understandings or 'schema'.  It is not the amount or sort of knowledge that matters, but an understanding of how the world works and how new learning can fit into this.  The more extensive our schema, the easier it is to fit in new learning.  The more we have altered our schema in the past to accommodate new learning, the easier it is to do so again.  Of course, if we have an extensive schema because we have enjoyed a rich variety of experiences, then we are likely to have a wider range of knowledge.  It is easier to access and measure the knowledge than the schema so this is what we tend to focus upon and test - but it is a proxy measure.  To improve learning, humans need the wider and richer experiences that promote understanding as well as knowledge.

It is when the demonstration of knowledge via facts is linked to the espoused need for repetition and chanting in learning that alarm bells ring. There is nothing wrong with chanting, but for how long and within what blend of other approaches?

Of course, the facts are easily tested so the SATs regime can get a boost and the inspection process will be yet simpler.

In turn, this leads to yet more teaching to the test, stressful experiences for pupils and a lack of involvement in some of the enjoyable aspects of their schooling.

Are we ready?

Well…we need to be. As soon as proposals are published, we will post observations and comments on the website. From there on it is up to you. Responding is not something for others to do, nor is it something to put off until nearer the deadline. It is something to persuade others to do, to build the volume and give politicians a true representation of the views of education professionals and all interested parties.