NAHT's 'broad and balanced' curriculum policy welcome and timely

There has been much concern about the narrowing of the school curriculum as a result of high stakes testing so the 'Broad and balanced curriculum statement' recently adopted by the  the National Association of Headteachers Executive is very welcome and timely.

There are similarities with the Green Party's curriculum policy and the commitment to high quality PSHE (Personal, Social and Health Education) is particularly welcome, as is the the declaration that the curriculum should not be 'distorted or restricted by external pressures of teaching and accountability.'

A broad and balanced curriculum
NAHT policy position for England and Northern Ireland

NAHT is working to ensure that the curriculum supports the learning, progress and success of all pupils and is not distorted or restricted by external pressures of testing and accountability.

NAHT supports the principle that a broad and balanced curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

In experiencing a broad and balanced curriculum all pupils should be given opportunities to:

•    Develop their skills in English, Maths and Science; 


•    Develop their knowledge and understanding of the world we live in, the 
environment, different religions and cultures, a foreign language, technology, 
computing, music and the creative arts; 


•    Participate in sport and physical activity; 


•    Engage in high quality PSHE; 


•    Develop positive character traits including resilience, communication, 
teamwork, problem solving and empathy; 


•    Develop positive attributes including high self-esteem, positive emotional and 
mental health, tolerance, managing risk, respect and ambition. 
Such a broad and balanced curriculum should: 


•    Encourage high aspirations and expectations for all; 


•    Enable pupils to become successful, lifelong, autonomous learners and 
responsible citizens; 


•    Be motivational and engage pupils in both the process and the content of 
learning; 


•    Promote an enquiring and creative approach; 


•    Include learning that takes place both inside and outside of the classroom 
and the school day; 


•    Enable pupils to achieve their potential; 


•    Be able to respond to individual needs and talents and to provide increasing 
opportunities for choice and responsibility; 


•    Be planned to reflect local needs in order to ensure it is relevant to the lives of 
the pupils; 


•    Build on the pupil’s own experiences, interests and strengths and help to 
develop their sense of identity as local, national and global citizens; 


•    Celebrate individuality and the broad range of pupil success in all areas.