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Ofsted recently inspected curriculum innovation in a small sample of schools
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This report aimed to identify the factors which contribute to successful curriculum innovation in schools.
Key findings from the report:
In most of the 30 schools visited, the innovations had been attributed to improvements in pupils’ achievement and personal development. In two of the schools, although the modified curriculum had increased pupils’ interest and engagement, it was not providing sufficient academic challenge.
The innovations fell into four broad categories: organising the curriculum through themes or inter-disciplinary links rather than discrete subjects; using curriculum time flexibly; providing alternative curriculum pathways; and developing learning skills.
The principal barriers to innovation included anxiety from staff about a possible negative impact on national test and examination results; concerns about inspectors’ attitudes to innovation; uncertainty about longer-term finance and resources; concerns about the reluctance or inability of staff to implement change; and possible resistance to change among governors, parents and the local community.
Successful innovation was associated with strong leadership at all levels. This ensured that everyone involved had a clear understanding of the rationale behind innovation and the roles and responsibilities of individuals.
Other factors in successful innovation included detailed planning linked to rigorous self-evaluation; clear systems, timescales and criteria for evaluating impact that drew on detailed data and information from a wide range of stakeholders; and carefully designed professional development programmes for staff to implement the new approaches.
The most successful schools based their reforms on considerable background research into theories of learning and different ways of approaching the curriculum.
Story updated: 29 November 2008
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