So the Department for Children Schools and Families (DCSF) has got a thumbs-up from the Civil Service Capability Reviews. Apparently the department is mainly ‘well placed’ or ‘strong’ in each of the key areas of leadership, strategy and delivery. The latter is particularly significant, as it endorses the move towards a rather different modus operandi than that of the past….

As education communication specialists, these days Twofour Learning often finds itself working both directly and indirectly for the DCSF, delivering different aspects of the same policy initiative. The Department is now responsible for policy development, but only arms-length delivery of services: real supervision of programmes is undertaken by the nine non-departmental bodies, together with a range of contractors who tender on a project-by-project basis. So for example, in the case of the new secondary curriculum, we have been consortium partners with CfBT Education Trust supporting schools in curriculum redesign of the Foundation subjects; managed several related projects for the Qualifications and Curriculum Authority (QCA); and continue to undertake longer-term curriculum innovation work for our partners the Specialist Schools & Academies Trust (SSAT).

Perhaps we are slightly unusually placed in having this multi-perspective vantage point. Having a finger in several pies can provide a wider view of the efficacy of some of these programmes, and it’s also sometimes easier to see the strengths and weaknesses of the system itself.
The biggest potential weakness is where responsibility for large programmes is divvyed-up between different agencies and contractors without a real understanding of what’s involved. There can be unnecessary overlaps, unnoticed gaps and omissions, and inconsistencies which are particularly frustrating for those whom the programmes are intended to support. So in the case of the secondary curriculum, the decision that support for core subjects should be contracted separately to a contract for all the other (foundation) subjects, makes very little sense.
However, it’s undeniable that an arms-length approach to delivery of services is really the only way of preventing a large government department from swelling into an unmanageable and inefficient bureaucracy. And with the odd exception (contracting the cheaper ETS for this year’s SATS marking, for example), broadly speaking, it seems to be working - although perhaps a blow for those civil servants whose jobs have been reduced to those of contract managers. Indeed, the Department is congratulated by the Capability Reviews on developing these ‘new collaborative’ relationships. Collaboration is certainly the key. Listening to those of us closer to the coal face, and most important of all, the schools, local authorities and Sure Start Childrens’ Centres who do the real delivery, is what will ensure whether or not the system is really working.

When I was at school, it was a rare thing to be asked what I thought about my education…the range of subject choices was limited, and the extent of my careers advice was that I would make a good policewoman. But all that’s changed. Today, ‘student voice’ has become hugely important – recognised as one of the nine ‘gateways’ to the Holy Grail that is personalised learning….

As the new secondary curriculum becomes statutory for year 7 pupils in September, Twofour has been given the opportunity to create a ground breaking set of films which will explore the reactions, feelings and aspirations of learners embarking on their secondary school career - at a time in which important changes are being made both to what children learn, and the way in which they learn.

The Specialist Schools and Academies Trust’s (SSAT) curriculum dept have created this project initially to develop an understanding about the way in which learners make the transition from primary to secondary, but with a view to continuing to map their progress annually throughout their school life, reminiscent of an education focused ‘7 up’ or ‘Child of our times’ series. It’s a really exciting prospect – and as the producer / director, I’m really looking forward to seeing the project unfold.

The ‘Big Picture’ of the new curriculum takes into consideration fresh understandings about the nature of learning, changes to the nature of work, the impact of technology, and an increased global dimension to life. Curriculum innovation embraces the futures agenda - ECM, personal development, social cohesion and enterprise. I am optimistic that our initial film will kick off what is to become an insightful and somewhat inspiring evaluation of curriculum design and the way in which learning is managed.

Having made an initial visit to ten schools across the country, I am looking forward to meeting our prospective contributors in late September, and I am keen to ensure that the chosen 20 will represent the range of young people living in England today.

After workshops with the families, we will be ready to film in November. The content of the film will be guided very much by the 20 children we follow – their favourite subjects, their own comparisons between primary and secondary school, and their current thinking about the choices they will make as they get older. Our brief is to create a 20 minute film featuring all of the children, which will appear on SSAT’s website, and will also be shown at lead practitioner events and educational conferences across England. A series of short profile films will also be created which will look at 12 – 15 individual experiences in more depth. These will also appear on the SSAT site, but I am hoping that - riding on the success of the project - we will eventually build a microsite for these mini profiles where progress can be easily and accessibly traced through the years.

So far schools have been extremely keen to get involved, and the project itself has been received with huge enthusiasm, watch this space for further updates!