The republication of this very popular book takes school leaders through the difficult process of designing a curriculum that suits them and the children in their care.

2. Through the use of this book,
schools will become familiar with
strategies for
teaching the child, not the
curriculum!

4. Contents of the Book
Rationale for Change
Key Principles
Big Decisions
Long Term Planning
Planning the Learning Journey
Recording and Assessment
Skills Ladders and Sample Plans

5. Introduction
Why 'The Inside-Out Curriculum'?
Any truly effective curriculum must
have a built in flexibility and be able to
fully meet the needs of all the
children, through all subjects, and at
all times. It should be designed with
this in mind, therefore, to meet the
needs of all children, individual and
groups – from the inside to the
outside.

6. This publication had been fully updated since
the inception of the new Department for
Education and the coalition government. It still
keeps the same concepts of flexibility, creativity,
and an emphasis on the development of
children’s life skills. It takes schools on an
exciting journey in creating a curriculum
personalised for its own pupils, leading to high
levels of enthusiasm, interest, fascination … and
progress.

7. What do we mean by
“the curriculum”?
The curriculum means all learning
and other experiences that each
school provides. This includes the
National Curriculum, religious
education, collective worship, sex
education and, where relevant,
careers education.

8. What are the aims of
the curriculum?
The curriculum put forward by Sir Jim
Rose in his Independent Review of the
Primary Curriculum has now been
discarded. However, he identified three
main goals for children, to be obtained
through the curriculum – these remain
relevant, no matter which curriculum is
being followed. These are...

9. To provide opportunities for all children
to develop successfully towards being:
•Successful learners
•Confident Individuals
•Responsible Citizens

10. The National Curriculum lays down the minimum
expectations of the ground to be covered for
Primary Schools. The QCA subject documents go
further, to some extent indicating the methods
which should be used, and making statements
about these aims. In other words,
The National Curriculum has become a written
prescription …
The Main Purpose of this Book:

11. It starts with the book and is then taught to the children
– and that sums up the main dangers behind it: schools
have become tempted to teach the curriculum and to
varying extents ignore the needs of the child.
This book aims to turn this ideology on its head: let’s
start with the child and the needs of that child, and then
turn to the book for help, support, and guidance. This
publication is not meant to be a statement of intention,
but rather a guide for schools when designing and
moving through the curriculum. It presents not an
existing state of affairs, but rather a curriculum of
change and opportunity.

12. Through the use of this book,
schools will become familiar with
strategies for
teaching the child, not the
curriculum!

14. •Raised achievement for all through a focus on
applying generic key skills across the curriculum
•Planning at all levels which takes into account the
context of the children we are teaching
•A skills progression in all subjects so that all children
can access the learning at an appropriate level
•A relevant, exciting and creative curriculum
•The accountability and statutory responsibility to
ensure that we are teaching the whole curriculum
The book focuses on:

15. •Teaching mixed age classes
•Teaching groups with different characteristics – e.g.
gender, ethnicity
•Teaching classes with a wide range of ability
•Adapting teaching styles to the learning styles of the
children
•Engaging all children in learning, raising standards of
attitudes and behaviour
Strategies covered will be an aid
to the teacher when:

16. Tasks
Exemplar Task from the book:
Take in children’s work in English and the humanities, from a random selection of
children and age groups:
• How well are we using the foundation curriculum to develop pupils’ life-long skills?
– Is there enough emphasis on independent thinking and learning, or over emphasis
on worksheets and mundane tasks?
• How well are high attainers in writing upholding these standards in other subjects?
– Do children drop their own expectations when writing in history, for example?
• Look at the attainment targets for (e.g.) geography. As a group, can you make an
accurate assessment of the actual subject level, as opposed to the quality of writing and
presentation?
– If not, you will need to question whether enough geography is actually being
taught.
• Are children working at age appropriate levels in foundation subjects?
– If not, question the quality or presence of assessment in these subjects. If children
are not taught at the right level, then how can they have the opportunity to excel?
• Are children encouraged to develop their skills of enquiry, and are they given enough
independence in learning?
– These are the skills for life-long learning.

17. Interested?...
www.gal-education.com
Price: £59.95 Free P&P