Bedales curriculum featured in report by All Party Parliamentary Group

The All Party Parliamentary Group (APPG) for Schools, Learning and Assessment has published a report following its inquiry into assessment reform. 

The report expresses concern over the “widespread damage” caused by current forms of assessment and their inextricable link to school performance; this has resulted in the narrowing of the curriculum in creative and applied subjects and modern foreign languages and “teaching to the test”.  

Following calls for a broader curriculum and assessment methods in submissions from Bedales and others, the APPG is recommending a consultation to design a secondary baccalaureate “to include academic, vocational/technical and creative subjects” and “the use of multi-modal assessments.” 

The report highlights the curriculum at Bedales as an example of a more innovative and effective approach:  

“Bedales Assessed Courses offer a much deeper type of learning than is possible with the GCSE curriculum, as well as the opportunity to develop critical and creative thinking and applied skills. Students study five out of 14 BAC programmes in areas ranging from outdoor work and digital game design to global awareness and philosophy, religion and ethics, art or sports science. As well as being formally examined, BACs are assessed using a combination of any of the following: controlled assessment; coursework essay; sketchbook/portfolio/social media portfolio; artefact (artwork; garment; furniture; building; short story; collection of poetry; computer program; website; blog etc); performance; viva voce/presentation; composition; collaborative project-based learning. Bedales explains that all the BAC courses involve collaboration, research, creative thought and problem-solving, and are a natural progression to A Level study. BACs are externally moderated and recognised by UCAS, universities and employers.” 

The APPG report also recommends a study of transferable digital learner profiles to evaluate their use at both primary and secondary level.  

Will Goldsmith, Head of Bedales, commented: 

“It is encouraging that parliamentarians from all sides in this inquiry have listened to students, teachers and other education experts and recognised the urgent need for reform. We are keen for the wider sector to learn from our experience in developing a broader, more stretching and relevant curriculum that prepares students better for further study and work. Expanding BACs to replace GCSEs and introducing digital learner profiles as part of our plans for the next decade put Bedales at the leading edge of education; these initiatives will also ensure Bedales students have the relevant skills for lifelong learning and work.” 

Co-chaired by Flick Drummond MP and Emma Hardy MP, the APPG inquiry considered a vast range of evidence with submissions from academics, campaign groups, think tanks and consultants. Evidence was heard from academics with expertise in assessment reform taking place in Australia, Norway and Singapore. The inquiry also received oral and written submissions from primary and secondary school heads and teachers, parents, and post-16 students, all with first-hand experience of current assessment systems in England. 

Bedales students and staff have also recently contributed written and oral submissions to the House of Lords Education for 11–16 Year Olds Committee, where parliamentarians were interested to hear more about the Bedales approach to the curriculum, and in particular the Bedales Assessed Courses.  

For more information on the APPG inquiry into assessment reform, and to read its full report Towards a fairer, more useful and fit-for-purpose way to assess children and young people in the 21st century, click here.  

To read more about the Bedales strategy for the next decade, click here.