As educational landscapes evolve, so too must the frameworks within which our students learn. For school trusts embarking on the journey of rewriting their Key Stage 3 curriculum, laying down a robust foundation that ensures consistency and adaptability across all participating schools is essential. Here are some crucial questions to consider:

• What attainment banding system will be employed across the trust?

• How will this system ensure equitable assessment standards across diverse school environments?

• Does the trust have a standardised curriculum map in place?

• How will this map facilitate cohesive learning journeys for students across different schools?

• Are there standardised learning objectives or outcomes for each key stage?

• How will these objectives be communicated explicitly to teachers, students, and parents?

• Are the skills assessed across the trust the same in every school?

• Is there a required assessment model that must be implemented uniformly across all schools?

• Do schools have the autonomy to conduct their assessments?

• Are there exceptions for specific subjects, such as Key Stage 3 English, Maths, and Science, requiring uniform assessments?

• Should all assessments be administered at the same time across the trust?

• Is there a designated assessment window for each term, allowing schools flexibility in scheduling?

• Can schools share marks, attainment, and grades before the standardisation date?

• How does this policy impact the timeliness of feedback and the effectiveness of formative assessments?

Rewriting the Key Stage 3 curriculum presents a significant opportunity for trusts to refine their educational approach and foster improved outcomes for students. By addressing these questions thoughtfully and collaboratively, trust leaders can establish a framework that balances consistency with flexibility, ensuring a high-quality learning experience for all learners across the trust's schools.

As the educational landscape continues to evolve, trusts must remain adaptive and responsive to the needs of their diverse student populations. By embracing these questions as guiding principles, trusts can navigate the process of rewriting their Key Stage 3 curriculum with clarity and purpose, ultimately enhancing educational outcomes for all stakeholders involved. For further support, leaders can book an advisory call at zero-cost with one of our account managers that have worked with hundreds of schools designing bespoke KS3 trackers while improving their KS3 assessment practices, and can find useful resources for adapting Key Stage 3 assessment models available on Pupil Progress.