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A Curriculum Revolution that Stuck: From Policy to Practice

By Martin Nugent • 2023-08-13

Coherence beats cosmetics when you want reliable outcomes across campuses.

Case Study • A Curriculum Revolution that Stuck: From Policy to Practice

In a three campus network, Key Stage 3 outcomes varied and teachers planned in isolation. The fix was coherence, not a new resource. We built a shared progression model that answered four questions on one page for each subject: intent, essential knowledge, progression and how to know pupils are on track.

Assessment was mapped to the curriculum. Departments co designed common tasks that sampled key concepts through the year. We defined secure using annotated work rather than grade labels alone. Moderation became a professional conversation instead of a ritual.

Data rhythms were light and useful. Decision grade judgements each half term helped leaders spot pupils who needed a boost and units that needed attention. Senior leaders focused on support, not surveillance.

Professional development shifted from events to cycles. Teachers practised routines, visited one another and shared exemplars. Successful approaches spread because people trusted what they had seen work.

Impact followed. The proportion of pupils meeting expectations rose and variation between campuses narrowed. Parents noticed consistent expectations. Staff confidence increased.

Why it works: coherent curriculum design and aligned assessment improve clarity and outcomes. The safest investment is in professional architecture that helps teachers do excellent work together.

Context

This work began with a clear problem of practice and a simple test: could we see visible change in classrooms within two weeks? We focused on routines that staff could implement reliably and we removed anything that did not serve teaching time.

What we changed

  • Clear non‑negotiables: we set a small number of behaviours and rehearsed them with staff until they became ordinary.
  • Coaching not courses: short cycles tied to live units, with leaders visiting briefly and often.
  • Evidence we would actually use: pupil work, short pulses and calm pacing in lessons.

Human moments

There were small turning points that mattered. A parent at the gate who needed clarity more than language. A new colleague who practised the opening five minutes of a lesson twice with a mentor and walked in confident the next day. These moments turned strategy into culture.

Impact

  • More consistent routines reduced lost learning time.
  • Curriculum conversations became specific and useful.
  • Pupil work showed clearer modelling and better independent practice.

Why this works

Approaches that combine clarity, coaching and aligned assessment are associated with stronger outcomes in UK and international settings. They help teachers do fewer things well and sustain improvement over time.

Lessons for leaders and investors

  • Protect subject leadership time to build coherent sequences, model explanations and high-quality assessments.
  • Invest in shared resources and exemplars so teaching is consistent and workload is reduced in a sustainable way.
  • Use tight implementation: rehearsal, coaching and short observation cycles linked to the agreed routines.
  • Design assessment to check understanding and retention, not only coverage, and use results to adapt teaching promptly.
  • Align CPD and accountability to the curriculum principles so staff are not pulled in conflicting directions.

Sources and further reading

Selected links to expand on the themes in this article.