Generalism to specialism

In considering the purpose of curriculum design methodology I often describe three stages of design in the following way. Initially, learning is generalist in characteristic. What I mean is that all learners experience the same spectrum of disciplines as a foundation for future learning. How long does this stage last? Within the UK system it […]

Mind the Gap – Bridge the Gap

Within the education world, to the educators, the driver is that education is for the good of the learner. Within the business world the key is efficiency- the best we can get for the least investment, the ratio of output to input within any system. The educator and the business leader narratives and purposes apparently opposed and there lies a difficulty.

The three Es of curriculum modelling

Over the past 10 years of reviewing curriculum design, I have tried to make a clear distinction between curriculum design in terms of the elements that make a broad and balanced curriculum, teaching and learning strategies and structural analysis. All are important but each should not be confused with the other. SMARTcurriculum® focuses on is […]

​Pack them in?

When we talk about class size it becomes a really contentious issue. Ministers are criticised for an agenda of raising them; Education Endowment Fund (EEF) curate research evidence that suggests that reducing class size is costly and has little impact on outcomes for learners (1); and teachers will say that in certain contexts ‘big’ classes are unmanageable […]

Boom or Bust

I was talking to my son-in-law the other day about what we do within schools and the SMARTcurriculum work. He, like many outside the education dome, expressed a complete lack of understanding or appreciation of the working of schools. ‘It’s just there – teachers teach classes, don’t they?’ was his response. He had not considered the HR, finance and funding efficiency […]