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www.teachwire.ne t | 23 D ear review board, Without Googling it, can you name the three claimants to the English throne in 1066? No? So, how do you get by as an adult without knowing that essential information? As teachers, we impart knowledge like this to our learners, serving as the foundation for their lifelong learning. But is it enough? The short answer is no. With advancements in technology, shifts in societal norms and the increasing interconnectedness of global communities, we must foster problem-solving skills and holistic competencies rather than expecting rote learning and regurgitation of knowledge. We’re preparing learners for life, not just the next academic year. One of the key drivers behind this shift is the recognition that the future job market will demand a different set of skills than those of the past. A huge number of jobs that existed 10 years ago are now obsolete. The same, if not more, can be expected to disappear in another 10 years. This means that our current Year 5 children may be applying for jobs that have not yet been envisioned. The same applies to society itself – we cannot predict how the world will connect and evolve. It is our responsibility to prepare our pupils for a future we cannot yet envisage. So, what does a current Year 5 pupil need to know now, in order to be successful in their application for an entry level job in just a few years’ time? Should they be expected to recount the events of the Battle of Hastings frommemory? Would this information be helpful in their prospective role as, say, a data analyst at PWC? What if this pupil were competing for the role and their fellow applicant, who is perhaps Italian, has never heard of the Battle of Hastings but is able to demonstrate active listening in the interview, which, in turn, enables them to manipulate and synthesise the information required to be able to answer the interview questions clearly and with purpose? Who then gets that job? In today’s digital age, where automation and AI have made information (about the Norman Invasion or otherwise) ubiquitous and instantly accessible, we need to reconsider how we deliver curriculum content. We must prioritise problem- solving skills and holistic competencies over rote memorisation. Take my earlier question: knowing the names of the three claimants to the throne is a tiny piece of knowledge that, outside of the academic term in which it’s taught, will probably never be needed again. So, let’s shift the focus. Instead of asking who the claimants were, let’s ask: “ In 1066, three claimants believed that they ‘owned’ the English throne. Who had the most legitimate argument? ” Learners still need to have knowledge of the claimants and the Norman Invasion to be able to answer the question (national curriculum writers can rest easy as I tick those boxes), but they also need significant 21st century skills, such as evaluation, w .teachwire.net | 17 A letter to... Let’s stop just regurgitating facts and focus our teaching on skills that will actually prepare children for the world, says Camilla Spurr Each issueweaskacontributor to penanote theywould love to send The curriculum review board Camilla Spurr is a former primary teacher, and experienced curriculum consultant specialising in teaching and learning. VO I C E S considering different viewpoints, structuring a logical argument and considering bias. We need to build opportunities for these skills to breed within our curriculum content. Instead of teaching the Norman Invasion for a whole term, let’s shift the narrative. Take a step back fromWilliam, Harald and Harold and consider the umbrella under which they sit. How about the concept of ownership? In history, this could relate to questions about whether power should be hereditary or earned. In science, RE and geography, pupils could explore ideas about who ‘owns’ the world’s resources and whose responsibility it is to take care of the world. In English, a whole range of texts that explore contexts of ownership might be studied, from The Lorax to Stig of the Dump . How much better prepared would learners be if we followed these golden threads of learning instead of isolating content into subject silos? And how many of these skills transfer seamlessly to other relevant areas of learning, work and life? It’s important to emphasise that knowledge is still essential, as are discrete subject-specific skills. But we must deliver a rich curriculum that is contemporary, relevant, significant and empathetic, and drenched in transferable, transdisciplinary skills. The curriculum and assessment review (2024) promises to deliver ‘a curriculum that ensures children and young people leave compulsory education ready for life and ready for work’. I wait with bated breath. From, Camilla “In today’s digital age, we need to reconsider how we deliver curriculum content”