The Curriculum: Gallimaufry to coherence Paperback – September 3, 2019

This is such an invaluable guide to the key questions that teachers and leaders need to consider in designing their curriculum. I found myself underlining sentence after sentence, paragraph after paragraph. A short review cannot possibly do justice to the depth and usefulness of Mary Myatt's thinking, so I make no apology for describing each section in some detail.And by the way, no..., Gallimaufry is not a distant planet in Doctor Who, as I wrongly assumed. It means...a confused jumble. So read on if you feel your curriculum, whilst maybe not a confused jumble, is not yet as coherent as it could be.Section 1: Curriculum Fundamentals explains how we have arrived at the current version of the National Curriculum in England; looks at the purpose and coherence of the curriculum; and argues that the development of subject knowledge needs to "move up the pecking order of competing school priorities". The final chapter of this section is a superbly clear and concise explanation of how cognitive science needs to inform curriculum planning.Section 2: Curriculum Planning argues that "planning a sequence of lessons" is "more important than writing individual lesson plans", and that the most powerful way to plan is in collaboration with colleagues. There is a focus on the importance of curriculum products, ("the things which pupils write, say or draw, the low stakes tests they complete or the things they make"); beautiful work, ("pupils' work of the highest quality"); pace, ("lessons need to slow down so that the curriculum matter can be properly digested") and expertise, ("comes through the struggle of not knowing everything, having sufficient support and making sense of it on our own terms").Section 3: Assessment and Feedback describes how assessment information should be "fine-tuning the next stages of learning". Separate chapters discuss removing levels, ("allows schools to move to a model based on focused assessment of the specifics of the curriculum"); feedback, ("important because it shifts the learning on, as long as pupils do something effective with the feedback"); differentiation, ("goes against the heart of the principles of the new curriculum, which is that all children should be following the same course of work, are entitled to do difficult things, and are supported along the way"), and challenge, ("if we are serious about narrowing gaps, we cannot provide a different diet for pupils of varying prior attainment").Section 4: Curriculum Instruments analyses the importance of questioning, ("framing questions is a way of shifting focus from content coverage, to the key concepts and ideas, which we want pupils to know at a deep level"); mastery, ("learning which ends up in the long term memory"); intellectual architecture, ("developing a conceptual structure"); stimulus; ("used to stimulate thinking, not as a diversionary tactic, or for amusement or shock value"); knowledge organisers, ("the real power of knowledge organisers is that they make us think hard about what we are going to teach"); and vocabulary, ("there is evidence that pre-teaching some vocabulary has considerable benefits, because reading about an unfamiliar topic with no prior knowledge is exhausting and discouraging").Section 5: Across the Curriculum provides invaluable guidance for speaking, ("it is the development of talk which underpins everything else"); reading, ("if we are serious about building knowledge and vocabulary , then opportunities and expectations for reading need to be higher"); writing, ("good writing cannot be achieved without good thinking"); numeracy, ("there is order, pattern and symmetry in every aspect of life"); and SMSC, ("it is a thread which should be running through the whole provision"); and the hidden curriculum, ("the way a school's formal work is enacted and the way it is perceived and experienced by all engaged in it").Section 6: Leadership addresses curriculum leadership, ("if you are a senior leader in school, the day to day content being taught in all subjects should be high on your list of priorities to give your attention"); and accountability, ("the priority for leaders is to be able to articulate the purpose of the curriculum provided in their school, what they expect it to do and how they know whether pupils are successful or not").Section 7: Subject Commentaries is an introduction to where subject leaders might start to review the curriculum in their own subject. As a Subject Leader you might well start here, looking eagerly for your own subject. Fine. Do that. But the meat of the book is not in this last section.To discover the riches of this book, carve out some time, (yes I know that's impossible), start from the beginning, put your feet up, get comfortable, switch your brain on and enjoy.

This is extremely user friendly. The ideas and concepts can be applied with support of research. An eye opening and thoroughly enjoyable read that will help enhance teaching and learning in my school.

This is a concise and easy to read guide to curriculum coherence but one which doesn't skimp on thinking and ideas. Well written with some amusing moments, clear insights, helpful references and thought provoking questions.

All the curriculum & assessment ideas I’ve been kicking around for the last few years in one place. Coherent and compelling arguments for moving forward in a sensible way without bowing to external accountability pressures- permission to do the right thing by students and staff. Affirmation that we’ve been doing good work and I feel vindicated in the bold decisions we have been taking. A great book to share with LT & subject leaders to explain the thinking behind my vision.

This book describes the principles of good curriculum design. Teachers and school managers should find it useful as it not only contains the details of the necessary curriculum elements but also of how they contribute to the the curriculum's overall effectiveness. Throughout the book examples of practical ways of implementing the curriculum are described. I have no qualms in recommending this up to date book.