This article first appeared in HWRK Magazine in May 2022
Right now, I’m knee-deep in curriculum planning for next year. I already have a well-thought-out plan, but I’m still not happy with it. The sequence of topics needs to be tweaked again. Actually no, the topics are fine, but I do need to make sure to include more extended writing. Hang on though, will they know enough by that point to be able to write well enough on that topic? I’d better make sure they’ve got enough facts behind them first. No, actually, they need to engage with some real-world issues first to hook them and see the relevance of what they’re learning. But… but…
As Mary Myatt has already mentioned before, curriculum is a never-ending story. But it’s not the only one. Schools have a habit of pursuing more and more, no matter what has just been achieved.
It’s a noble aim and I’m as guilty as the next person when it comes to refining and reiterating everything to try to make it as good as it could be. Our students deserve it and I, like most teachers, see teaching not just as a job but as a vocation. We’re drawn to trying our hardest for others.
But at what point do we say to ourselves “actually this is really good, let’s just keep doing this. It doesn’t need to be improved”?
After all, there is a cost to everything we try to implement. We have limits on curriculum time, planning time, staffing, school budgets and quite simply the number of hours in a day. Add to that the fact that teachers deserve as much of a break as anyone else. We can’t just keep adding more and more to our to-do lists. Something has to give. But what?
Here’s a list to choose from. It’s not an easy task for you, but give it a go anyway. Assuming nothing else changes in the education system, which of these would you personally ignore for two years straight, in your own school setting, giving you time to focus on all of the rest properly?
- Pastoral care?
- Quality of teaching?
- A well-sequenced curriculum?
- Staff wellbeing?
It isn’t easy. I’d even go so far as to say that if any one of these goes missing (even if just for two years), then like a house of cards, the rest will come crashing down too.
So, we keep them all. But if we keep them and they are less than perfect, they could have a negative impact on the other pieces of the puzzle. There’s a moral imperative then to do everything we can, within our power and within the constraints of time and space, to ensure that everything is as good as it could be.
It’s a balancing act though. At this end of the year, staff are exhausted, have one eye on the summer holidays and in many cases are up to the eyeballs in exams and last-minute revision classes.
I’d bet that your middle leaders have many of the answers though. They’re the ones on the ground who have implemented this year’s new policies and procedures, identified the crunch points when it comes to assessment data windows, parents’ evenings and deadlines for everything in between.
Ask middle leaders what they would keep, what they would bin and what they would adapt. It probably won’t lead to wholesale change (and it probably doesn’t need to), but it might just be enough to ensure that the wheels keep turning as we journey onwards, as we’ll be in a better position than we were this time last year.
We’ll never have it cracked, but that’s ok. We’re always going to be chasing perfection, whatever that means to us, because we aren’t doing it for us, we’re doing it for our students. It does take its toll, both physically and mentally, but it’s also why we do the job.