It goes without saying that the curriculum is the education preoccupation of the moment. As a profession, we’ve come to recognise the limits of a focus on pedagogy alone, and we’ve moved towards a debate on what children study, what their entitlement is, and what that looks like in a school.
In creating the curriculum entitlement for Ark Soane Academy, I’ve had to do some soul-searching. It became rapidly clear, staring at those 29 squares of lesson time, that there was no way we could do everything we wanted to. My own dream curriculum would have 7 lessons of English a week, 8 of Maths, 3 History, 3 Geography, 2 Religious Education, 5 MFL, 7 Science, 2 Art, 2 Music, 2 PE, 2 Drama… we’d have to either find 14 additional hours, or compromise. It came to me early on that we couldn’t do everything, and we certainly couldn’t do everything well.
So, moving away from the boxes, I went back to first principles. We want to ensure that students can achieve great results in academic subjects, not only because academic subjects open doors, but so they can be introduced to the academic conversation, participate in cultural debate and discussion, and have a broad awareness of human thought that is the entitlement of every child. With that in mind, the curriculum at Soane will be highly academic. We make no apologies for wanting every child to learn core academic subjects, and expect all Soane students to study the following to GCSE level: English, Maths, Science, History or Geography, and a foreign language.
That is not to say that we only care about academic subjects at Soane; far from it. After all, we take our name from the most famous architect in British history: Sir John Soane. Soane, born the son of a bricklayer, made his legacy through his art: in his case, designing innovative, enduring buildings like the Bank of England and the Dulwich Picture Gallery. We absolutely recognise and celebrate the importance of the arts. In fact, to designate the arts “non-academic” is clearly inadequate. The arts can be taught as “academically” as any other subject, and they will be at Soane.
Another thought I could not shake was the importance of enrichment. I was inspired hearing Lizzie Bowling’s speech at New Voices last year on enrichment, where she lamented how few children came to her wonderfully planned, hugely inspiring lunchtime clubs. Her rallying cry: “enrichment for all!” rang in my ears. We had to ensure every child had an enriched experience of school, not only those who chose it. So we have built enrichment into the school timetable, to ensure every child who attends Soane gets to choose something extra-curricular to pursue. Our aim with enrichment is to provide students with a broader educational experience, and to enable them to have an aspect of choice in their education: students will have free choice over a myriad of possibilities, and the opportunity to change each term to try something different. What these possibilities look like will be shaped by the passions and expertise of the teachers we hire in January and February next year.
At all open events, the children want to hear about school trips. I’ve worked at schools where teachers ran trips every week, taking a handful of children to some new and exciting place. This ultimately left behind cover work and all its attendant difficulties for the teacher’s classes, and scores of children crying “unfair” – it was often seen that the same students got lots of opportunities, and others very few. In other schools I’ve worked at, we would run trip days or “academy days”, like I know a lot of schools do now. Taking a whole year group out on an enriching trip means no cover left behind, and no children left behind. This will be our approach to trips at Soane.
If you like the sound of an academic curriculum full of cultural capital with enrichment as an entitlement for all, please stay in touch – we will be accepting applications from December 2019.