Secondary Curriculum Transformed

Meena Kumari Wood has worked across the British and International Education sectors. She is an Educational Consultant. She was a former HMI (OFSTED), DfE Adviser and Principal in secondary schools and of an Adult College. Her insights into education are shaped by placing learners’ aspirations at the heart of curriculum. Nick Haddon is Vice Principal of 11–19 Academy. His impactful QCDA research on deprivation and attainment inform his commitment to whole school curriculum and behaviour reform.

• Introduction: Secondary Curriculum Transformed so Every Student Achieves. Section 1: Change Levers: Transforming Curriculum 1. Transformational Levers for Change 2. The Impact of Technologies and Employment Trends 3. Students at the Heart of Curriculum Section 2: The Students’ Voice: an inclusive and equitable curriculum 4. A curriculum for SEND and vulnerable students 5. Engage and Achieve: reducing exclusions Section 3: Phenomenal learning 6. Knowledge through Skills 7. Consolidating and Assessing Knowledge and Skills 8. Conceptual Thinking Skills Section 4: Mandatory Key Skills: leading to citizenship and employability skills 9. Digitalisation permeating our lives 10. Oracy Skills 11. Creative Skills across Curriculum 12. Cultural Capital and Citizenship Section 5: Curriculum Intent, Implementation and Impact 13. Curriculum Intent and Vision 14. Implementation: Curriculum Pathways 15. Impact: Quality Assuring Education Section 6: Redefining social disadvantage and cultural capital: The extended learning community 16. Human and Social Capital 17. Creating a Learning Community Section 7: The Curriculum Journey: managing key transition points 18. Primary Transition: Head start to Secondary 19. Next Step Choices: Careers Education, Information, Advice, and Guidance (CEIAG) Conclusion.

"This book has eloquently captured a contemporary curriculum debate that, rightly so, places children as paramount and central to the discussion. This is a ‘must read’ for seasoned practitioners and school leaders, newly qualified and early career teachers, researchers and policy makers in the field of education."David J. Malachi, Deputy Head Teacher (Transforming the Curriculum), London Enterprise Academy, UK"This book is a game-changer in terms of modern-day educational approaches. I cannot remember a time recently where I have read something so honest yet straightforward. Whilst it is open and clear about the restraints of the National Curriculum, it makes many references to its purpose and fundamental positives.As a teacher and school leader the ideas described are exactly what we, as educators, have been wanting for 10+ years. A curriculum that is not "one -size fits all". So many educators across the country feel let down by the current regime and genuinely break their hearts when they see ex-pupils fail to fulfill their potential. I can only imagine if some of my ex-pupils were able to have access to a personalised secondary curriculum. It would most definitely have positively impacted their lives. Pupil-Progress Reviews and the link to CPD is excellent. There is so much confusion surrounding this idea that the clarity and importance the book gives to this, is enlightening. I can imagine many young teachers reading this book in a few years time, wishing they had these ideas when they were NQTs. As someone who has trialled the idea of Pupil Progress Reviews across 2 continents, I can say that they work magnificently in bringing the community of staff, pupils and parents together. They provide clarity where it is lacking and support pupils in seeing their potential, should they choose to use it. I’m delighted that these ideas have been highlighted in the book.So well written, clear, with an easy approach, this book will help teachers and leaders transform their schools."Jennifer McGuigan, School Improvement Partner, United Arab Emirates"This unique book is a must read for those that want to realign the curriculum to their vision and values. It captures a range of case studies and examples that are relevant and thought provoking, designed to support leaders at all levels. Above all else, this is a reflective guide to help us to improve the educational outcomes of all."Wasim Butt, Principal TBAP, UK"Secondary Curriculum Transformed is one of those rare books, that clearly unpicks why the importance of curriculum is now, more than ever, so integral to the success of schooling in the UK. Throughout the text, we are guided by Meena through the ever changing landscape of education, and through the use of clear case studies and underpinned with the best of research, a compelling argument for why it is important to equip our students with both the knowledge and the skills to be successful in an every changing world. The case is made articulately for a curriculum which balances traditional academia with the need for creative thinking and critical literacy. Importantly, this book also begins to unravel the need for schools to balance the academic curriculum with the wider cultural capital which is so important in building successful learners and allowing social mobility. This is an absolute must read for any school leader rethinking the purpose and intent of schooling in the UK and for anyone committed to reviewing what is taught and more importantly how it is taught in our schools’Elroy Cahill, Headteacher, Kingsley Academy, UK"Secondary Curriculum Transformed successfully unpicks the nature of the curriculum and how its breadth and depth can impact upon children’s outcomes and considers how schools can provide a more equitable and inclusive curriculum. The authors’ philosophy of putting children first is evident. There are useful and informative suggestions relating to special populations and marginalised groups with the premise that children in our schools deserve to reach their potential and the considerations necessary to make this happen. Overall, this is a well written book that effectively addresses the challenges of secondary education in 2021 and beyond offering valuable insight into a range of strategies used in settings and the theoretical concepts that underpin these principles. Most importantly, the book’s positionality of ‘child centred’ is evident and refreshing throughout."Emma Whewell, University of Northampton, UK