2. PRACTICAL ACTION: Moving towards greater
There are many aspects of the curriculum about
which you can make choices that help you move
towards a more personalised, tailored curriculum
for your learners.
Take seven sheets of A3 paper and write headings
for a different aspect of the curriculum at the top of
each, for example time, staff, space for learning,
involving learners in curriculum decisions, teaching
approaches, learning activities, and assessment.
Then, as shown in the example below, work with
colleagues to write two descriptions for each
aspect: what happens when it is used rigidly, and
what happens when it is used flexibly. Write these
at either end of the line showing the move
towards a more personalised curriculum.
Where are you now on this continuum? Where
would you need to be to really meet the needs of
your learners? What could you do to move there?
Example: Using time
Time for learning is
rigidly dictated by
Time is used flexibly,
informed by the nature
of learning need
towards a more personalised curriculum
TALKING POINT: How do you organise
Discuss the middle section of the big
picture (how learning can be organised) with
• To what extent does coverage of subjects
dominate curriculum planning in your school?
• How could other components of the curriculum
have a greater influence?
• How flexible are you in the way you organise
learning? How well do you personalise the
curriculum to meet the needs of your learners?
S O U R