Principled curriculum design: Using SOLO as a framework for developing and assessing KS3 learning

Canons High School’s case study details a pioneering approach in KS3 education. Embracing the SOLO Taxonomy, the school developed a framework for assessing and enhancing learning. This initiative arose from the removal of national curriculum levels, viewed as an opportunity to focus on mastery and deeper understanding rather than mere content accumulation. The case study showcases how this approach fosters a more nuanced understanding of student progress and learning quality. It underscores a shift towards a mastery-based curriculum, emphasising depth over breadth in learning, and illustrates the school’s commitment to innovative educational practices.