Five areas for school development

Digital learning, international perspectives, personalised learning, social and emotional learning, and sustainability all raise practical questions for schools. This article considers how leaders can assess their relevance when planning curriculum and school development.

Digital learning

Digital tools can support access to resources, practice and feedback. Before adopting one, identify the learning it should support and how teachers will use it. Consider staff training, infrastructure, accessibility and the handling of student information. Review its usefulness through classroom experience and students' work. Our AI governance article sets out questions for reviewing AI tools and responsibilities.

Multicultural understanding and global competence

Language learning, international partnerships and projects involving different perspectives can form part of a school's curriculum. Their educational purpose should be clear: what knowledge will students develop, what will they discuss and how will the activity connect with their wider studies? Plan for participation across the school, including students for whom travel is not possible. For a partnership involving another institution, define each party’s educational contribution through the institutional and university service.

Personalised learning and competency-based education

Assessment helps teachers identify what students understand and where they need further teaching or challenge. Competency-based approaches use evidence of mastery to inform progression. These approaches require clear expectations, reliable assessment and practical arrangements for students working at different points. Schools need to consider how they fit with their curriculum, timetable and examination requirements. The inclusion article offers a framework for examining participation and barriers to learning.

Social-emotional learning

Social and emotional learning addresses skills such as understanding emotions, managing responses and communicating with others. Schools should be clear about what a programme teaches, the evidence supporting it and the training staff need. Review how it relates to pastoral provision and how students experience it. Start with the student wellbeing article and the wellbeing and pastoral service on the Schools page.

Sustainability and environmental education

As global awareness of environmental challenges grows, sustainability education is gaining prominence. Schools are embedding environmental topics into their curricula and adopting green practices on campus.

Students learn about climate change, resource conservation, and sustainable development goals. The lessons encourage responsible citizenship and prepare learners to address ecological challenges in their working lives. Schools can connect classroom study with practical projects involving energy, resources or the local environment. Set clear learning objectives and review what students understand as well as what the project achieves. The STEAM service explains how cross-subject projects can be planned around curriculum objectives.

Choosing priorities

A school does not need to introduce every approach at once. Start with its educational aims and the needs of its students, then assess the time, resources and expertise required. Include chosen priorities in the school improvement plan and agree how progress will be reviewed.

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