Overview

last updated:August 2009

This RfT summary drew on research findings from a number of robust studies that gave examples of how teachers have effectively planned and delivered the curriculum to enhance student learning.

Why is the issue important?
In many local authorities and schools there are significant numbers of children who find it difficult to access the curriculum and who are attaining at a level below their abilities.

What did the studies find out?
The studies found that when teachers brought the curriculum to life for their students by embracing skills, values, background and personal development in addition to what was taught and learnt it helped them to:

• motivate students
• challenge the most able and talented, and
• close the gap in attainment.

How was this achieved?
The studies found evidence for the effectiveness of curriculum planning and delivery that included some or all of the six key features:

• learning that is 'context based'
• connecting the curriculum with young people’s experiences of home and community
• structured dialogue in group work and collaborative learning
• building on pupils’ existing understandings
• flexible learning across different areas of the curriculum, and
• teachers’ excellence and professional development in subject knowledge

How was the research designed to be trustworthy?
The summary draws together findings from 11 studies selected from a ‘review of individual studies from systematic research reviews’ published by QCA in 2008. Most of the studies (9) were evaluations; one of which was a randomised controlled trial (in which intervention strategies are randomly allocated to pupils).

What are the implications?
The research showed the importance of teachers:

• using a range of contexts for learning that go beyond the classroom to include the outside world and community
• engaging students in their learning through dialogue and group-working, based on what they know and can do already
• building strategies for teaching and learning that are cross-curricular, and
• engaging in CPD that complements their work in developing the curriculum.

What do the case studies illustrate?
The case studies show, for example, how:

• students developed their writing skills in the real-life context of local restaurants
• students participated in group work that enhanced their mathematics learning
• teachers identified and built on students’ existing scientific understanding, and
• members of a mathematics department worked collaboratively to develop their mathematics teaching and learning in ways that met the needs of their students, increased challenge and created motivating learning contexts.