Sue Stainton, The Good Shepherd Trust’s School Improvement Officer, kicked the year off with an inspiring keynote speech at our biennial staff conference, which this year was focused on ‘finding your why’.
Education is not just about the content we deliver; it’s about the context in which we deliver it. Insights into the unique challenges and opportunities in Cumbria were highlighted, offering a deep dive into the significance of curriculum and its impact on the community.
Understanding Cumbria’s Unique Context: Cumbria, particularly areas like Carlisle, carries a distinct identity. The accent, the landscape, and the history all contribute to a rich cultural tapestry. However, for many outside of Cumbria, the region is often only associated with the Lake District—an image that, while beautiful, overshadows the diverse experiences of its residents.
People from outside the area may not be aware of the severe challenges some communities face, particularly when it comes to poverty. Sue emphasised how the curriculum in Cumbria needs to reflect and resonate with these local realities.
Facing the Challenges of Poverty: A startling statistic shared during the discussion was that 17.5% of children in Cumbria live in poverty. This isn’t just a number—it represents children who might go without breakfast, not because they’re not hungry, but because there’s nothing to eat. The impact of this deprivation on their learning is profound.
Poverty touches every aspect of a child’s life, including their education. It’s no wonder that life expectancy in these areas can be reduced by up to 20 years. Education, therefore, must be part of the solution, not just in terms of content but in the way it is delivered and connected to students’ lives.
The Role of Schools in Advancing Opportunity: Schools in areas like Ellenborough play a critical role in shaping futures. They are not just places of learning but beacons of hope and opportunity. Yet, the curriculum must be more than a set of standardised lessons; it needs to be a tool that empowers children to see beyond their immediate circumstances.
The first day of school is filled with excitement and nerves, but for many, it’s also a day that begins to shape their future. Sue’s discussion pointed out that what you choose to learn—and how your school shapes this learning—can be transformative. It’s about more than ticking off the next item on the syllabus; it’s about building skills for life.
Curriculum as a Bridge to the Future: In this context, the curriculum should not be static but should evolve to meet the specific needs of the community it serves. It needs to be connected, cumulative, and coherent—qualities emphasised in the CUSP (Curriculum with Unity Schools)) framework.
Sue’s insights also touched on the importance of cognitive load in teaching and the need for a curriculum that is evidence-based and grounded in cognitive science. The curriculum should help students manage cognitive load and retain information in long-term memory.
Looking Ahead: In conclusion, the curriculum in Cumbria—and indeed in any community—needs to be more than just a list of topics to be covered. It must be a living, breathing framework that acknowledges the challenges students face and equips them with the knowledge and skills to overcome them.
As educators, the responsibility lies in making sure that every child can see a future beyond the limitations of their current circumstances. By tailoring education to meet local needs, we can help diminish the life expectancy gap and ensure that every child has the opportunity to thrive.
Sue finished by highlighting former Arsenal footballer Ian Wright’s inspiration – a primary school teacher…