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We offer a number of curriculum options to suit primary, secondary and all through schools. The content-rich approach of our offering means that a school can adopt our complete offering, or our syllabus and supporting resources for one or two subjects only. Our complete offer is The Future Curriculum™. This includes our innovative narrative History curriculum, which is structured around two five-year sequences, one for Reception-Year 4, the other from Year 5 to Year 9. We also offer a three year History sequence for secondary schools with conventional three year KS 3 (like Pimlico’s).
Our curriculum is inspired by the work of E.D. Hirsch on Core Knowledge and of Professor Michael Young on Powerful Knowledge, combined with our practical and pragmatic experience of what works in English classrooms for the needs of diverse cohorts.
Our curriculum gives detailed and specific guidance on exactly what content is to be taught in each year. It offers far greater detail than the National Curriculum and many popular non-governmental curricula. It does so for several very good reasons.
Our approach avoids unnecessary repetition of material. When the selection of content is left up to the teacher, pupils can end up repeating the same material over and over again throughout their time at secondary school: reading War Horse three years in a row, studying the Vikings again and again, or redoing the same case study in Geography. This doesn’t happen with our curriculum.
Our approach means that material can be ordered in the most logical and coherent manner, not just within a year, but across an entire Key Stage. The history curriculum is ordered chronologically; in the English curriculum the parts of speech and basic sentence structures are taught before more complex structures; in the Maths curriculum new concepts in data handling are introduced only after its basic principles have been embedded.
If content is never specified, then it’s possible for important periods of history, great authors and fundamental scientific facts to fall through the gaps. Pupils can study for 11 years of compulsory education yet still finish school not knowing who Winston Churchill was, never having read a 19th century novel and unable to identify the continents and seas. By specifying the content to be taught, you can ensure that such valuable cultural knowledge doesn’t get overlooked.
Currently, when a teacher starts with a new class in September, they can’t be sure of any knowledge that the pupils definitely know or don’t know. Any content they teach will risk being repetitive and boring for some pupils, or confusingly advanced for others. With The Future Curriculum, they can rely on pupils knowing the content from previous years in their subject. A Year 8 English teacher can remind the class of the concept of a metaphor by referring to a specific metaphor from Tennyson’s ‘Ulysses’, and be confident that all the class will know what she is talking about.
Too often, cross-curricular approaches result in vapid projects that skip out fundamental subject content. By taking a subject-based approach to the curriculum and detailing the knowledge that is to be taught, our approach allows for genuine cross-curricular links to be made. When teaching Ancient Egypt in Year 7, a history teacher can refer to Tutankhamen’s tomb and be sure that the whole class have seen it in Art, for example. The Year 8 Drama teacher can be certain that the whole class have studied the features of rhetoric in Mark Antony’s funeral oration from Julius Caesar. In many curricula, cross-curricular schemes of work are used to deliver content across a number of subjects. In The Future Curriculum, cross-curricular learning embeds and extends learning already undertaken in discrete subjects.