England’s curriculum review needs to be more radical | Letters

By Guardian Staff · The Guardian Opinion

Dr Rupert Higham , Caroline Norbury and Colin Richards on recommendations in the Francis report It’s hard to disagree with any of the sensible proposals in the Francis review ( England curriculum should focus less on exams and more on life skills, finds review, 4 November ). My concern is with their modesty in such extreme times. Research has revealed that 80% of headteachers in England think their role has a negative impact on their quality of life, with many making plans to retire or leave the profession early. And 75% of 16- to 25-year-olds describe the future as “frightening”, with justified anxiety about climate breakdown prevalent. So why focus on trimming the sails rather than turning the wheel? The suggestion of 10% less GCSE exam time and slightly reduced content is welcome. But as education is now compulsory until 18, why do we need GCSEs at all? Our teens spend more time preparing for exams than engaging in depth with the topics they cover, with a relentless prioritisation of targeted performance over broad intellectual, social and emotional development. A little more time on PSHE (personal, social, health and economic education) and sports is great, but not a solution. Teaching more about climate change without giving young people the skills and opportunities to take thoughtful, substantive action is likely to backfire, making them feel both responsible and powerless. Continue reading...