A curriculum cannot be separated from the methods used to deliver it. Rachel Beyer emphasises the continued need to make young people into agentive learners.
What’s missing from the curriculum review?
The government’s curriculum review presents a rare opportunity to improve education for future generations. Yet the interim report overlooks a crucial element by failing to address pedagogy. While the review offers a detailed overview of curriculum content, it does not
look at how teaching is delivered in classrooms. However, a curriculum cannot succeed in isolation from the methods used to teach it. For real impact, the final review must go further in prioritising pedagogy alongside curriculum content.
Until now, most schools have followed a traditional model: teachers deliver content, students absorb it, and exams measure how well they recall it. But how can we build on this to equip young people with the independence, adaptability and critical thinking they need to succeed? How can we best teach them not only the knowledge they need, but also how to use it in practice?
Employers frequently highlight the same concerns: young hires often lack resilience, resourcefulness and problem-solving skills. Students leave school having memorised facts but sometimes struggle to manage their own time, think critically, or adapt to new challenges. These worries are equally echoed by parents; according to the National Parent Survey, almost a third would like to see greater emphasis on life skills and preparation for the job market.
The need for a shift is also backed by research: The Skills Imperative 2035 from the NFER identifies core capabilities such as communication, problem-solving and planning as essential for the future – skills that are too often sidelined by traditional approaches to teaching.
Bringing key skills into the classroom
At OneSchool Global (OSG), we’ve found a solution – as early as Year 3, we start embedding these skills through our pedagogy, which prioritises student agency. Instead of sitting through back-to-back lessons, our students learn how to learn.
As well as lessons for direct instruction, students are given structured, independent learning time, known as The Study, where they plan their own work and budget their time. This starts with just two periods of The Study per week in Year 3, rising to 50% of their time by the 6th Form years. We also fully integrate technology into teaching, helping students naturally develop the tools and confidence to navigate an increasingly tech-driven world. During The Study, teachers act as guides and mentors, not micromanagers. And it works.
When students take charge of their learning, they rise to the challenge. They become responsible, self-disciplined and engaged in their education. This isn’t just a theory – it’s an essential step towards preparing young people for life beyond the classroom.
Shifting teaching methods to foster student agency doesn’t mean abandoning structure. It means equipping students with the tools to take responsibility for their own learning while still meeting curriculum requirements. Schools don’t need to overhaul everything overnight – small, practical changes can make a significant difference.
Encouraging students to plan their Study time, reflect on their progress and take ownership of tasks fosters self-discipline and confidence. Teachers can guide and mentor rather than take direct control of every step, allowing students to develop essential skills like teamwork, problem-solving and time management.
This approach isn’t just beneficial for students; it also strengthens teaching. When students are more engaged and self-sufficient, teachers can focus on facilitating deeper learning rather than simply delivering content.
Tired and True
At OSG, we follow principles rooted in the Dalton Plan, nurturing student
agency through structured independence. Our approach – combining self-directed study (The Study), direct instruction (The Lesson), teacher mentorship and digital learning – builds resilience, motivation and problem-solving skills.
Other schools can implement these principles by gradually shifting responsibility to students, guiding them to plan, reflect on and manage their learning. Schools should adopt the pedagogy that best suits their context and subjects, but it must be clearly defined, evidence-based and designed to build both skills and knowledge.
To prepare young people for the future, we must go beyond treating them as passive recipients of knowledge. We must give them the tools to take ownership of their education. The curriculum review is a great opportunity to reshape education for the better. But for lasting impact, we must ensure pedagogy is given the attention it deserves. With the right support, schools can be bolder, teachers more empowered, and students leaders in their own learning.
This article was originally published by TeachingTimes on 22 May 2025.