So far in this series on curriculum design, I’ve examined the likely focus of Ofsted’s 2019 Common Inspection Framework which will evaluate the intent, implementation and impact of the school curriculum.
In part one, I explained that there are three distinct elements to the curriculum: the national curriculum, the basic curriculum, and the local curriculum. However, I’ve also argued that the curriculum is more than this. It is, as the QCA put it in 2000, “everything children do, see, hear or feel in their setting, both planned and unplanned”.
The hidden curriculum, I said, is learning that takes place outside the classroom such as from other pupils as well as learning that arises from an accidental juxtaposition of the school’s stated values and its actual practice.
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