Peter O’Connor, Deputy Head Academic of Bishop’s Stortford College, on its curriculum designed to ensure a coherent learning journey from early years to sixth form
In a world that demands adaptability, critical thinking, and a capacity for lifelong learning, the role of education has never been more pivotal. At Bishop’s Stortford College, our curriculum review project has embarked on a mission to meet this challenge head-on, creating a coherent and progressive learning journey for our pupils aged 3 to 18. Central to this initiative is the adoption of a spiralised curriculum, a design that builds depth, breadth, and connection in learning across the years.
This vision took centre stage during a recent staff development day, which united teaching staff from our Prep and Senior Schools to collaborate on shaping a curriculum that enhances not only knowledge and skills but also values, attitudes, and dispositions. The day served as a springboard for fostering a unified approach to reflect the essence of our all-through school: a nurturing environment where every stage of a pupil’s educational journey is interconnected.
At its heart, a spiralised curriculum introduces key concepts and skills at a foundational level, revisiting them with increasing complexity as pupils progress through their education. This structure ensures that learning aligns with cognitive development, consolidates understanding over time, and fosters the interdisciplinary connections essential for navigating a complex and unpredictable future.
For instance, a concept introduced in early years – such as sustainability – might evolve from simple explorations of recycling to sophisticated debates on environmental ethics and policy in the Sixth Form. By layering knowledge in this way, we equip pupils not just with facts but with the critical thinking skills needed to apply their learning in new and diverse contexts.
All-through schools like Bishop’s Stortford College offer a unique advantage in implementing such a curriculum. Seamless transitions between educational stages allow us to map and align learning objectives. Pupils benefit from consistency in teaching approaches, a shared ethos, and a developmental understanding of their needs at every stage.
This approach fosters a sense of continuity and belonging. Young learners can look up to older pupils as role models, while Sixth Formers, in turn, reflect on their own growth and take pride in mentoring the younger generation. The result is a community where academic achievement is complemented by social-emotional development and a shared commitment to core values.
Taking a holistic view of the curriculum ensures coherence and progression in the development of a pupils’ knowledge, skills, and understanding, as well as fostering the key skills and dispositions that will underpin their success in an ever-changing world.
Preparing pupils for the modern world is key – a world where adaptability, problem-solving, creativity, and ethical decision-making are as crucial as academic rigour. Staff need to understand how their subject contributes to building these capacities and how interdisciplinary approaches can enhance learning experiences.
Embedding opportunities for pupils to develop essential dispositions, such as resilience, curiosity, and empathy, is vital. Integrating these attributes into daily learning, ensures that pupils not only master their subjects but also grow into confident, reflective, and well-rounded individuals.
“Our spiralised curriculum builds depth, breadth, and connection in learning across the years”
Our development day provided staff at Bishop’s Stortford College with a chance to examine how foundational knowledge and skills can be reinforced and expanded as pupils move through the school. This collective approach has enabled us to better align our teaching strategies across year groups, creating a seamless and progressive journey for every pupil. Through this collaborative effort, we are laying the groundwork for a curriculum that equips pupils with the tools to excel academically while also helping them to thrive personally and socially.
The 21st-century workplace is evolving at an unprecedented pace, with technological advancements and global challenges reshaping industries and creating new opportunities. Today’s learners must be equipped with more than academic knowledge – they need the skills to adapt, the courage to innovate, and the resilience to navigate uncertainty.
Our curriculum review is grounded in this reality. By fostering an active and multidimensional approach to learning, we aim to empower our pupils to become lifelong learners and also compassionate and capable contributors to society. Learning at Bishop’s Stortford College is not a finite process but a transformative journey that extends far beyond the classroom.
As we continue our curriculum journey, we are reminded of the transformative power of education. In fostering a spiralised curriculum, we aim to honour the unique potential of each pupil, guiding them from curiosity-filled childhoods to confident young adulthoods. Together, we prepare them both for the uncertainties of the future and for the possibilities it holds.
Bishop’s Stortford College bishopsstortfordcollege.org
Further reading: Reed’s School on real pupil dialogue
You may also like...
