Purpose Current Situation
We aim to strengthen curriculum alignment acrossPost-16courses through a phased approach, ensuring every student benefits from high-quality, consistent resources while preserving teacher creativity and autonomy.
Resources vary widely across schools and colleges Somesubjectsuse common booklets and PowerPoints, while others rely on entirely separate materials Over time, shared resources have fragmentedin some subjects, creating inconsistency and duplication In the best cases,high-qualitycommon resources providea strong foundationwithout limiting teachers’ flexibility Rather thanseekingto create booklets which are akin to textbooks, or resources which include too many activities, the best resources provide a solid start point that teachers can build and plan their lessons around
ts: Every access to highdless of hared rs help all
Reducing or creative
ers: Strong core dence and ion: A common mwork and .
ot all resources They are erials -usually bookletsouldexperienceand y on. These include:
edge: Key concepts and
emplars: Examples of
ce: Worked examples s.
ll flexibility to design e resources, adding mentary materials urces are a common nstraint.
esources will need o help them stay up to e want this to be done an individually.
Our Vision and Phased Approach
Creating core resource booklets for every subject is a significant task, so we willproceedgradually:
Group1:
We propose to begin with the following A level courses, taking account of strategic priorities:Accounting, Business, Chemistry, Economics, English Literature, Geography, Physical Education, Physics, Psychology, Sociology
For each of these courses,we propose toadvertiseaCore Resources Development Coordinatortohelp drive thisworkforward If possible,we’dlike these roles to startaroundJanuary 2026, with a TLR/Responsibility Allowance – provisionally a temporary role over 6 terms The subject teamas a whole willbe involved in helping to developand reviewresources, with the support,guidanceand leadershipof the coordinator
Group2:
Where a number of schools or colleges have strong resultsfor an A level course, we will explore the resources being used in the school or college performing less well If different resources are being used, we may explore whether existing resources mightbenefitfrom development, or whether existing resources used elsewhere could be adopted. In the longer term, we may move to the development of core resources, as explained for group 1 For visual arts, we will consider whether good practices used in high performing colleges or schools could be replicated
Courses most likely to be in this group areA level maths, A level biology, A level law, A level history, A level visual arts courses, A level politics, A level religious studies, A level media studies
Group 3:
For other A level courses, wedon’tpropose any changesat this point in time Again, we may return to these at a later stage
Group 4:
We will consider applied courses later, when we know more about the potential introduction of V Level qualifications
We will also explore closer alignment with Directed Independent Learning for all courses, whilemaintainingflexibility to meet the needs of individual classes and students.
Your Feedback
We want to get this right for you and your students We would therefore welcome your comments, questions and suggestions before we make final decisions about this approach, and about the posts suggested You can share your feedback using the link provided byMonday 8 December.
nclt.ac.uk 01977802802