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Your curriculum lives or dies in the classroom
A strong curriculum on paper means nothing unless it’s brought to life in lessons...
Adam Lowing | Lead school improvement partner
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What is an English curriculum? That feels like an easy question, doesn’t it? We talk about curriculum all the time in schools – so we must all mean the same thing when we use the word. But do we?
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On paper or in the classroom? |
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Ofsted’s increased focus on curriculum in recent years led many schools to respond with pages and pages of documentation – roadmaps, progression charts and long-term plans designed to prove a curriculum was in place.
But as Christine Counsell reminds us, curriculum is “content structured over time as a narrative”. And that structure only matters if it’s experienced by pupils. Your school’s curriculum lives or dies not on a document, but in the classroom.
That’s where curriculum meets pedagogy – and the relationship between the two becomes everything. It’s this connection that leads to real impact for pupils.
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Pedagogy and curriculum |
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It’s not enough for teachers to know what to teach. They need clarity on how best to teach it.
What pedagogical choices will make the biggest difference for your pupils?
This links back to my previous article on Hersey and Blanchard’s Situational Leadership Model. Remember: leadership is about balancing direction and support.
You don’t want to over-prescribe how staff teach. But some common teaching approaches across English – backed by shared language and understanding – can strengthen practice and reduce workload.
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So where do we start? |
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Begin by working with your team to identify what those shared pedagogies might be. There’s no one-size-fits-all answer. But starting points like challenge, questioning and engagement can help shape conversations.
Discuss them in depth. Draw on your team’s expertise and experiences. Explore what works in your context. And make sure curriculum and pedagogy genuinely align.
Most importantly – keep coming back to the why.
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Why, why, why |
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The why is what binds curriculum and pedagogy together. When teachers understand the rationale behind pedagogical approaches, they’re more likely to use them with intention – and impact.
The EEF Implementation Guidance calls these “active ingredients” – the non-negotiables that make an approach work. If teachers know the purpose behind a particular strategy, they’re far more likely to embed it well.
And that’s how your curriculum comes to life. No longer a set of PDFs on a shared drive – but something visible, consistent and impactful in classrooms across your school.
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How we can help |
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At Leading English, we help schools connect curriculum and pedagogy so pupils get the best possible learning experience.
We support schools through:
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Frameworks and planning tools |
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Implementation guidance |
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Three consultancy visits a year |
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Coaching that builds sustainable leadership |
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Let’s talk about how this could work in your school. Drop me a line at adam.lowing@leadingenglish.co.uk
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Find out more at leadingenglish.co.uk
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Next week: Progression through reading,
writing and oracy in the NC
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Until then,
Adam
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