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Non-statutory textbooks, crafted in consultation with both subject experts and primary specialists (and with the principles of cognitive science in mind) could provide a minimum offering for pupils across the country, especially in schools that may lack the necessary tools or expertise. Such a resource would save significant time across the sector, reducing teacher workload while enhancing teaching and learning. By the book Another opportunity to support teachers would be the commissioning of high-quality picture books to reinforce curriculum knowledge. Dan Willingham speaks of the psychological privilege of stories, and there is an increasing number of wonderful texts, such as Sabina Rodeva’s On the Origin of Species , which present complex information in accessible and appealing narratives. Whilst this collection is growing, such resources can be difficult to source and do not always align with the programmes of study. Specially commissioned texts, which harness the power of story and are directly linked to statutory outcomes, would be a gift not only for primary subject leaders and teachers, but for children across the country. As part of any reform of the national curriculum, the government has an important opportunity to raise outcomes for children across England. We can never be certain what our pupils’ futures will look like, but we can be absolutely sure that their ability to respond to the challenges they face will be based on the knowledge they acquire at school. For this knowledge to be secure, children need clear, structured curriculum sequences that focus on the critical content of each subject. With strong foundations in this core knowledge, we can empower all our children to construct the deep, rich, and interconnected schema to which they are all entitled. Marc Hayes is the newly appointed headteacher at Horsforth Newlaithes in Leeds, starting in September 2025. @mrmarchayes marcrhayes.com The Youth Shadow Panel, a group of young people and youth organisations, is leading its own version of the government’s curriculum and assessment review. The panel released its interim report in February this year, summarising its call for evidence and outlining young people’s thoughts on the education system. The findings fromKey Stage 1 (KS1) and Key Stage 2 (KS2) highlight the need for a more engaging, interactive, and student-centred approach to education. KS1 Whilst responses fromKS1 were fewer, it was emphasised that children want more breaks and fewer lessons. This was reflected in comments from older children, who want more interactive learning andmore time outdoors. KS2 KS2 pupils expressed enjoyment in creativity and practical learning, particularly in subjects where they could develop useful skills, with a call for learning to be more fun, practical, and engaging. KS2 pupils also shared that they found teacher feedback helpful in assessments. However, concerns were raised about the stress and anxiety caused by these assessments, particularly exams. It was felt that more time outdoors and in nature would help reduce stress levels. KS2 pupils, as well as children and young people across all key stages, mentioned that they enjoy “helping the community” and want to be “changemakers” and a part of improving society, but feel that the education system does not prepare them for this. Climate change and the environment was also mentioned as a topic that pupils want to learn more about. You can see the full interim report, and find out what the panel is planning next, at shadowpanel.uk The Youth Shadow Panel is supporting the inclusion of children’s and youth perspectives in the government’s Curriculum and Assessment Review. @YouthShadowPanel The front lines L E ADERSH I P www.teachwire.net | 39 “A badly structured curriculum can yield poor returns on the time and resources invested”