Curriculum

A broad and engaging curriculum is more than a statutory expectation, it should be a cornerstone of attainment and long-term wellbeing for all students. For secondary schools, this means offering a rich and varied range of subjects and qualifications that reflect the diverse interests, talents, and ambitions of all learners. 

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Core subjects remain essential, but equal value should be placed on the acquisition of creativity, digital skills, vocational skills, problem solving and ethics. Subjects such as Art & Design, Music, Drama, Dance—as well as PE, Modern Foreign Languages, have reduced in many state schools, while simultaneously increasing in private schools over the past decade. These subjects enhance cultural and digital understanding, and future proof our students. Schools should regularly evaluate not only the availability of these subjects but also the actual student take-up at Key Stage 4 and Post-16, across pathways including GCSEs, BTECs, T Levels and A Levels.

 

A truly inclusive curriculum extends beyond academic qualifications to provide meaningful, skills-based and character-building experiences—such as Forest Schools, British Sign Language (BSL), The King's Trust programmes, and the Duke of Edinburgh’s Award. These opportunities support student engagement, personal development and future employability, while helping to reduce exclusion and disengagement. Leaders should reflect critically: does our curriculum reflect the talents and aspirations of our students, and does it open doors to all, not just some, futures?