Curriculum

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Guides and advice

Level best? Levels of attainment in national curriculum assessment

National curriculum levels are used to make important judgements about pupils and their teachers. But just how level are the levels?
Guides and advice

Subject to change: new thinking on the curriculum

The school curriculum goes to the heart of our conception of ourselves as a civilised society.
Guides and advice

A learner's curriculum: towards a curriculum for the twenty-first century

A learner's curriculum is a vision of the future where teachers are trusted as knowledgeable and skilled professionals, working, learning and reflecting collaboratively, to best meet the needs of learners.

Key stage 4 reforms

In June 2013, the Department for Education published a consultation asking for views on the proposed subject content and assessment objective for new GCSEs in English language, English literature, mathematics, science, history, geography, modern languages and ancient languages. At the same time Ofqual consulted on the regulatory side of GCSEs.

A Grand National Curriculum?

The Government published its response to the National Curriculum consultation and the revised programmes of study last week. At a recent ATL meeting, one of our members described the proposed new National Curriculum framework as a Grand National for kids.

Early years provision across the UK

ATL believes that education should develop children and young people to become critical readers, writers, thinkers and communicators; who understand the ways that their lives are shaped by history/society, and the potential for their own agency within it; who enjoy learning and are motivated to continue.

14-19 curriculum and its assessment

14-19 education has undergone significant change in recent years. We now need overall stability in the 14-19 landscape to permit staff in schools and colleges to develop the best education possible for students.

Assessing to learn

Informed by research evidence and member views, this position statement contributes to the assessment debate and provides a framework for future work by ATL.