HeyJaredCurriculum 101
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- Indexed issues, last 90 days
- 11
- Latest publication
- Sep 26, 2026
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- Jul 18, 2026
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“I don’t think they know what we did in primary” (opens the original)
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“Maths – I don’t think they know what we did in primary, so we just do it again.”That was a Year 7 pupil responding to Ofsted’s 2015 report, Key Stage 3: the wasted years? Another said the work was “too easy and not challenging” and that they finished it very quickly. These are pupils asking us to take their learning seriously.Catherine Priggs and I returned to that report in this week’s Inside The Ambitious Years web
Inside The Ambitious Years (opens the original)
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When consistency becomes conformity (opens the original)
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There is an understandable appeal to consistency. Leaders want pupils to receive the same quality of education whichever classroom they enter, trusts want to reduce unnecessary variation between schools, and teachers want clarity about what matters. Pupils undoubtedly benefit from routines that are calm, familiar and purposeful. None of this is unreasonable; in fact, some things should be consistent. Every young person should experience a rich and ambitious curriculum, be expected to think hard,
Transition without the curriculum is just administration (opens the original)
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I have been thinking a lot recently about transition from primary to secondary. Much of the work around transition is thoughtful and well intentioned. Schools share vital information about pupils: there are careful conversations about SEND, safeguarding, attendance and pastoral needs, alongside induction days and efforts to make September feel welcoming. All of that matters, but there’s another question that seems to receive far less attention: ‘What are pupils actually bringing with them from t
What transition work actually looks like (opens the original)
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