CYP Now – We need an ‘enrichment curriculum’ for all young people

However, with school attendance at an all-time low, UK employers claiming 16- to 24-year-olds lack essential skills for the world of work, and the numbers of young people not in education, employment or training (Neet) nearly topping 1 million, you could argue that our education system is failing to set many of our young people up for success.

The government’s National Curriculum and Assessment Review provides a once in a generation opportunity to refresh the curriculum, so it is fit for the future and supports every young person to leave formal education with the character, skills, knowledge and experiences they need to thrive in adulthood.

The government wants to create “a broader, richer, cutting-edge curriculum that drives high and rising school standards and sets all young people up for life and work” but to achieve this, core academic qualifications need to be complemented by opportunities to learn through experience and develop character and life skills. That is why The Duke of Edinburgh’s Award (DofE) is calling for an ‘enriched curriculum’ – one that also gives all students opportunities to develop the skills and aptitudes that you can’t learn from a textbook but are essential to success in life and work.

Non-formal learning and enrichment activities are key to developing these essential life skills; but cuts to youth services and the narrow focus on academic attainment in schools means that many young people don’t have access to these opportunities, with less advantaged young people much more likely to miss out.

The chorus of voices calling for an enriched curriculum is growing louder. Alongside the DofE and National Citizens’ Service Trust (NCS), advocates include leading multi-academy trusts, such as Oasis, Big Education and Ormiston, individual headteachers, The Association of Colleges, The Times Education Commission, thinktanks including the Education Policy Institute and The Centre for Young Lives, not to mention employers.

Young people themselves are echoing these calls. A recent report published by the youth-led Shadow National Curriculum and Assessment Review revealed that young people’s priority is a curriculum that is more relevant to life. One that includes more interactive, hands-on learning and opportunities to develop essential life skills like teamwork, critical thinking, resilience, analytical skills, empathy, debate and problem-solving skills.

Duke of Edinburgh’s Award (DofE) Youth Ambassador Kea, who is a member of the Youth Shadow Review Panel, told me that – like their peers – they feel school is not preparing them for their future and that many of the essential skills they need to progress in life, personally and academically, have stemmed directly from their extracurricular experiences.

As chief executive of the DofE, I’ve seen young people from all backgrounds grow in self-belief, discover new talents and develop resilience through participating in enrichment activities. DofE participation itself has been shown to positively impact young people’s wellbeing, physical activity, skills development, and community ties.

We want all young people to have equitable access to an enriched curriculum. The introduction of an ‘enrichment entitlement’, a minimum of 80 hours of non-formal learning and personal development each year that every pupil can access through school, will help develop these essential life skills whilst also boosting wellbeing, mental health, community connections and school attendance.

Kea’s experience speaks volumes. They said: “These skills have made me not only a better person, but a more ambitious, capable young adult.”

Creating a truly enriched curriculum is essential if the government wants to set young people on the best pathway to adulthood, equip them with the skills employers’ value and succeed in developing the “broader, richer and more cutting-edge” education system this review seeks to deliver.

As the Curriculum and Assessment Review interim report is published, let’s hope they share our vision of an enriched curriculum for all.