Teach-Primary-Issue-19.1

www.teachwire.net | 37 L E ADERSH I P I n school, play is often the domain of the playground or reserved for our youngest pupils. However, evidence suggests the importance of play for all children, not just those in the ‘Narnia’ of Early Years education. As leaders, we frequently struggle to integrate play into our curriculum design and feel that we will be penalised for using this approach to learning. Nevertheless, like any effective curriculum strategy or approach, when play is implemented in a carefully planned manner, it positively impacts Play is for all ages, not just the NARNIA OF EYFS pupil wellbeing and outcomes. Throughout my work with schools across the country for the Chartered College of Teaching’s Rethinking Curriculum project, I have been privileged to witness various play-based curriculum designs. Each is unique to the specific context and needs of the school community, but all make the educational experience more exciting and engaging for learners. A crucial aspect of curriculum design is fostering a school-wide culture that supports the chosen approach and ensures that everyone involved has a clear understanding of what that approach entails in the specific setting. When it comes to play, it’s important to establish a shared understanding and agreement on what play should look like in your school. Play exists on a broad spectrum. On the one hand, there is free play, ‘with no external goals set by adults and... free from adult imposed curriculum’ (Play England, 2024). On the other hand, there is structured play, which ‘tends to be adult-led and includes activities that can be a measure for either education or clinical reasons’ (Rees-Edwards, 2022). Have a vision When considering your vision for play within the curriculum, you may find THIS WAY! School improvement advice for headteachers and SLT MIDDLE LEADERS | CPD | SUBJECT LEADERSHIP