Recommendation 8

HM Government · verbatim extract Acknowledged

Curriculum approach 23. In 2014, the Department reformed the National Curriculum to restore the centrality of knowledge and many schools have since risen to the challenge of putting a knowledge- rich curriculum at the core of what they do. This knowledge-rich approach to the curriculum, both in STEM and across all subjects, is a crucial part of ensuring more pupils can overcome barriers created by disadvantage. 24. In a knowledge-rich curriculum, knowledge acquisition, particularly the mastery of a body of subject specific knowledge, is considered the primary aim. This does not mean teaching knowledge without skills, but is based on an understanding, drawing on evidence from cognitive science, that skills consist of applied knowledge and are therefore domain-specific, rather than generic, meaning they cannot effectively be taught separately from the specific knowledge that underpins them. The development of skills is therefore considered as an outcome rather than the purpose under the knowledge-rich approach. 25. The Department’s curriculum approach is aligned to the influential work of Professor E. D. Hirsch and others who argue in support of core knowledge. Hirsch argues that it is crucial to provide all pupils with access to a core of broadly-shared, societal, ‘communal’ knowledge to help them develop the intellectual and cultural capital they need to succeed. Hirsch explains that subject specific knowledge forms a foundation for new knowledge to ‘stick’ to, making it easier for pupils to commit new information to long term memory. Pupils who have more relevant prior knowledge therefore find it easier to be taught new information, compared to pupils who have less. This can mean that, without the right school curriculum, disadvantaged children who often lack access to this communal knowledge may fall behind their more advantaged peers, who have accumulated more of this knowledge at home and therefore find being taught easier at school. The vital importance of a curriculum approach driven by core knowledge development is also advocated by Tim Oates (Group Director of Assessment Research and Development at Cambridge Assessment), as was recently outlined in a TES article “Tim Oates: in defence of knowledge”, published 22 March 2023. 26. An ambitious knowledge-rich curriculum should also motivate pupils in their subjects, including STEM subjects. It achieves this not only by fostering competence and mastery in each subject, but it also inspires pupils by introducing them to the best that has been thought and said, opening up access to their intellectual, cultural, and scientific inheritance. As Newton says, ‘if I have seen further, it is by standing on the shoulders of giants.’ 27. In this way, equalising access to core knowledge for all pupils whatever their background through a knowledge-rich STEM curriculum is vital for ensuring underrepresented groups are not discouraged from pursuing STEM pathways because of a lack of confidence or cultural capital. Over the last decade, the Department has reformed the National Curriculum and qualifications and committed substantial spending in STEM subjects to support teachers to deliver high quality knowledge-rich curricula and encourage pupil uptake, particularly among underrepresented groups. These are outlined below. Science 28. The current programmes of study for science for Key Stages 1 to 3 were introduced into schools from September 2014. The current Key Stage 4 programme of study was introduced from September 2016. The programmes of study were developed so that they set expectations equivalent to those in the highest-performing education jurisdictions in the world. They are knowledge-rich and focus on the core scientific principles which children need to be taught to understand how the world around them works. At GCSE and A level, there is a greater level of mathematical challenge and breadth of practical work across the three sciences. 29. The Department is engaged in a wide spectrum of activity to support the teaching and uptake of science, including: • funding a network of 29 Science Learning Partnerships (SLPs), have been providing CPD through a school led network since 2016. This provides CPD to teachers and technicians to improve subject knowledge and pedagogy, with CPD covering Key Stage 1–4 and A levels. The Department has contributed £5.2 million in funding, which has enabled the programme to reach approximately 20,000 teachers, technicians, and support staff; • funding Isaac Physics, an online platform of GCSE and A level physics materials developed by the University of Cambridge, designed to increase the numbers of pupils particularly from typically underrepresented backgrounds studying physics at higher levels; • supporting the Inclusion in Schools project, delivered by the Association for Science Education, which is designed to increase the uptake of A level physics from pupils in underrepresented groups, including girls; • funding the Stimulating