Everything starts with education, especially in our formative years of childhood. What we become and what we know is almost exclusively shaped by our school and home lives. Children’s minds are like sponges, and parents and educators are finding it increasingly difficult to control what they absorb from external sources and media.
Incorporating inclusion and sustainability into educational curriculum and school values is essential for stamping out bullying amongst students and teaching best practices to protect the planet. Education on inclusion also informs how these children will treat people and conduct themselves in adulthood. As society changes, our understanding of race, sexuality and the individual learning needs of different children changes too. So then, doesn’t it make sense that we should be updating our education curriculum to adapt too?
The ‘Teach-to-the-Test’ Mentality
It’s no secret that the UK education system is incredibly exam-focused, with very narrow teaching objectives. Ofsted themselves have admitted the existence of a ‘teach-to-the-test’ mentality in their school assessments. Although tests are useful in measuring academic progress, prioritising the memorisation of facts and figures inevitably leaves some children disadvantaged. What’s more, the sheer amount of information teachers are required to have pupils learn in such quick succession means that children are unable to properly process and give meaning to the terminology and facts they are given.
Ultimately, this collation of terminology and mathematical equations does little to prepare children for real life. In 2008, Gordon Brown’s government did attempt to shift the national curriculum more towards life skills. Unfortunately, this came to nothing when in 2010 Michael Gove restructured the curriculum to prioritise core subjects. This means that, upon leaving school, children often lack the life skills that will allow them to thrive as adults. They may be able to do algebraic equations, but will be financially and technologically illiterate. In an IPSOS survey, 57% of 18-25 year-olds believed that the education system left them unprepared for the workforce.
Alternatives to the Curriculum
Our packed national curriculum allows teachers very little room for 1-to-1 teaching, or for creativity in lessons. Despite technological developments making schools more accessible to children with special needs, neurodivergent children still suffer from the lack of flexibility in teaching methods. Not all children are suited to classroom work and exam environments, and all-or-nothing exams for GCSE’s not only creates extreme anxiety, but also seriously misrepresents what some children are capable of. The schooling system’s focus on core subjects gives students little room to explore creatively and develop essential life skills.
There are ways that schools can escape the confinements of the national curriculum, however. State-funded academy schools, for example, are not required to follow the national curriculum to a T, and are instead allowed to adapt the curriculum to the needs of the pupils. This approach allows for more flexibility to individual needs, while still maintaining a ‘broad and balanced’ curriculum.
Private schools can go even further with their academic freedom, and don’t have to stick to the national curriculum at all. This allows teachers autonomy in how they teach their lessons, resulting in creative, personalised education. Private school pupils seem to benefit from this approach – they end up earning 7% more than other students in adulthood. Although smaller class sizes and more funds undoubtedly contribute towards this, the success of private school students may also be attributed to the range of subjects they can be taught. As a result of learning subjects that aren’t in the national curriculum, private school students’ education is often more varied, diverse, and well-rounded. They can learn different languages, join extra-curricular activities, and take more advanced subjects. The question is: If we know that this method is successful, why does the government not ensure the same advanced, flexible curriculum for all children?
Black History Month
Black History Month has been a prominent part of the UK school year since it was first celebrated in 1987. With the Black Lives Matter movement highlighting racial inequalities, education about black people’s history is currently so important. Despite positive intentions of creating conversation around race, there are those who believe this approach to be outdated and tokenising.
The Transatlantic Slave Trade takes main focus for many schools during this month. Although this is absolutely an important part of history, our portrayal of transatlantic slavery is often America-centric. In criticising America’s role, Britain’s colonisation and involvement in the slave trade is often glossed over. Perhaps a closer look at Britain’s contentious relationship with race would create conflicting narratives with other academic subjects, and some may find it uncomfortable to speak these truths about our country. Nonetheless, our children cannot truly understand Britain and British history until they are taught about our past faults.
This approach to black history also means that positive black British historical figures are not given much limelight. In a 2021 survey, 45% of primary school teachers and 64% of secondary school teachers disagreed that the school curriculum ensures diverse and balanced role models for their students. Largely, this is because one in four teachers feel unable to adequately teach black history. A huge 86% would like specialised training to feel more confident in doing so.
Perhaps the solution, then, is to incorporate black history into the whole of the curriculum, rather than just a month. Black British history, after all, is British history, and has been for hundreds of years. The two exist together. Separating the black history from British history only encourages damaging narratives about our country’s racial history that are long since outdated.
An LGBTQ+ Safe Space
LGBTQ+ inclusion in the national curriculum has come a long way 1988’s Section 28, which prohibited LGBTQ+ education in schools. In 2019, the UK government released guidance for schools, making it compulsory for schools to teach children about all kinds of relationships and sexual identities. Although this marked a great step forward for inclusivity, there was controversy and disagreement amongst different schools and parents. Some argued that this law went against religious freedom and parental rights.
Regardless of personal beliefs, ‘religious freedom’ should never come at the cost of the safety and comfort of LGBTQ+ students. These pupils are already so often vulnerable to school bullying and abuse; Data shows that 43% of transgender children and 29% of gay and lesbian children have been bullied at school, compared to 17% of straight youth. But it’s not all terrible news, because we know that inclusion in school does make a difference. Studies show that schools with inclusive anti-bullying policies and LGBTQ+ supportive teachers both reduced bullying and helped tackle it faster.
Teaching children to respect and celebrate all kinds of people and families should not be controversial. Various religions have already changed their view on same sex marriage in modern times. Discussion around sexualities, therefore, seems such an important topic to tackle in R.E. classes – but is often neglected. Uplifting LGBTQ+ voices in all subjects creates a well-rounded education, while also helping children feel comfortable and proud of themselves. Why not teach our children about LGBTQ+ history, in a similar way to black history? Why is LGBTQ+ education confined to P.S.H.E. lessons, and does the national curriculum leave space for this necessary inclusion?
Learning to Protect our World
Just as inclusive education is important, it is vital that children learn about the importance of sustainability. Nevertheless, although 92% of survey respondents agree that teaching about climate change and sustainability is very important, 70% don’t feel confident delivering this education. As with race, specialised training on sustainability could do so much in creating more informed, nuanced lessons, as 69% of teachers believe that sustainability should take a larger focus in the school curriculum.
Primary schools often take great initiative in fostering relationships with nature, encouraging recycling, litter-clearing and outdoor lessons. Educating our youth about our planet gives the opportunity for passion, creating adults who will transform their knowledge into action. But our current efforts in our curriculum aren’t enough. A 2018 survey found that half of children could not identify a stinging nettle. If we don’t teach children to know nature, how can they be expected to care about it in adulthood?
Despite efforts to introduce children to nature in primary school, sustainability seems to take a backseat in secondary schools. Not including geography and science, 70.5% of teachers who took the initiative to incorporate sustainability and climate change into their lessons did so by teaching themselves. It’s amazing that so many teachers feel passionate about climate change, but responsibility shouldn’t rest solely on their shoulders. It is the role of the government to provide the training and time for teachers to apply this education. Climate change ultimately affects us all, and shouldn’t be erased from any subject.
A More Holistic Approach
Although the national curriculum has historically adapted, the rigid structures create limitations in delivering inclusive and sustainable education. There are many who would argue that a more holistic approach would provide the flexibility for all children to thrive. School is about more than grades and terminology, after all. Our education system should nurture children’s full development, including their emotional intelligence and connection to the world around them. It should also give teachers and students the space to learn and grow so that they are able to contribute towards making our society a safer and kinder place.
