In the last post, I referred to (and welcomed) the Expert Panel's recommendations to government about revisions to the English national curriculum. This posting builds on that by setting out those aspects of the review document that relate to sustainability.
The following is a key section of the Expert Panel's recommendations. The opening section [ 2.12 ] makes it clear that "High-performing jurisdictions" (think Singapore, ...) have been a key reference point in its deliberations.
2.12 High-performing jurisdictions are explicit about the practical and functional contributions that education makes to national development (see Annex 2). In almost all cases, schools are expected to contribute, in a balanced way, to development in all of the following domains:
- Economic – the education of pupils is expected to contribute to their own future economic wellbeing and that of the nation or region;
- Cultural – the education of pupils is expected to introduce them to the best of their cultural heritage(s), so that they can contribute to its further development;
- Social – the education of pupils is expected to enable them to participate in families, communities and the life of the nation; and
- Personal – the education of pupils is expected to promote the intellectual, spiritual, moral and physical development of individuals.
2.13 Additionally, many of the jurisdictions that we have considered that have recently conducted reviews of their curricula have introduced a high-level reference to sustainability.
It seems to me that the inclusion of the focus on sustainability owes much to this referencing of other economies. Crucially, however, the review group also mention the UK's commitment to carbon reduction which probably explains the explicit reference to resources in what follows. The text continues:
With this in mind and in the light of the Government’s adoption of ambitious carbon reduction targets to 2027 we suggest the Government considers a recommendation that the school curriculum should also contribute to environmental ’stewardship’.
2.14 These four (or five) purposes reflect the enduring concerns of society and are well documented historically and comparatively. Although the various strands of our own history emphasise some purposes more than others, they are all evident in some measure. A suitably ‘balanced and broadly based curriculum’ would, we suggest, therefore give some attention to all of them. The big challenge, however, is to be parsimonious in selecting curriculum content to serve these purposes, and thus avoid overloading the National Curriculum specifications. What is learned must be broad and balanced but also deep and secure, not superficial or transient.
2.15 We recommend that a statement expressing the contributions of education to national development should be published and debated in a public consultation on the proposals that emerge from this review, with a view to setting explicit, high-level expectations to frame the greater autonomy that is now available to schools under the Government’s wider reforms.
2.16 The following list of aims indicates our thinking:
The school curriculum should develop pupils’ knowledge, understanding, skills and attitudes to satisfy economic, cultural, social, personal and environmental goals. More specifically, provision should be developed to:
- Satisfy future economic needs for individuals and for the workforce as a whole, including the development of secure knowledge and skills in communication, literacy and mathematics and confidence in acquiring new knowledge and skills;
- Appreciate the national cultures, traditions and values of England and the other nations within the UK, whilst recognising diversity and encouraging responsible citizenship;
- Provide opportunities for participation in a broad range of educational experiences and the acquisition of knowledge and appreciation in the arts, sciences and humanities, and of high quality academic and vocational qualifications at the end of compulsory schooling;
- Support personal development and empowerment so that each pupil is able to develop as a healthy, balanced and self-confident individual and fulfil their educational potential;
- Promote understanding of sustainability in the stewardship of resources locally, nationally and globally.
2.17 Such aims have implications at each key stage, but some should take particular prominence at different stages of education. For example, the Wolf review of vocational education leads on economic arguments and concerns about the disparate opportunities available to young people. On the other hand, the Tickell review of the Early Years Foundation Stage places an emphasis on personal development through ‘prime areas of learning’. We believe that primary education should pick up this theme of personal development, extend and deepen it, and bridge the orientation of pupils towards subject knowledge. Secondary education should refine this understanding and take pupils forward towards certification, further and higher education and the world of work.
2.18 We anticipate that specific interpretations of these aims would be developed locally by schools to demonstrate intended educational development through the relevant key stages. This process would facilitate overarching planning, review and evaluation of provision in particular key stages by each school. Outcomes would be presented to parents in demonstrating the unique character of each school and considered through school inspection processes. The provision would thus have both substance and significance.
So. There we have it: a welcome focus on sustainability from a group of smart people who are not obviously its supporters. The question now is what are those of us who are going to do to support their recommendations to the DfE?
A lot, I hope.
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