BRIDGE: Curriculum & Teaching Self-Review Framework

Curriculum Intent & Leadership refers to how a school defines, communicates, and sustains the purpose of its curriculum. It is about more than documents — it is about the lived experience of teaching and learning across classrooms.

A strong curriculum begins with a shared vision: what pupils should know, understand, and be able to do. Evidence from high-performing systems shows that clarity of purpose, coherence across subjects, and equitable access are the foundations of improvement (OECD, 2020; EEF, 2021). In Bangladesh, leaders often work within national syllabi and examination frameworks while navigating community expectations focused on test outcomes. This makes leadership crucial: articulating a vision that values both academic success and broader human development. When leaders support teachers to align planning, pedagogy, and assessment to that vision, pupils benefit from continuity and ambition across years (BRAC IED, 2019; UNESCO Dhaka, 2023).

What it is: A curriculum that goes beyond exam preparation to offer a wide range of knowledge, creativity, and personal growth.

What it looks like: Leaders map learning across academic and creative disciplines, ensuring every student studies arts, ICT, languages, and life skills alongside core subjects. Department heads monitor whether classroom delivery matches intended breadth.

Why it matters (Evidence): Narrow curricula reduce long-term learning and engagement. Research by the Education Endowment Foundation (EEF, 2022) shows that breadth correlates with higher overall attainment. CAMPE (2021) found Bangladeshi schools narrowing provision in Grades 8–10; those maintaining breadth achieved better attendance and motivation.

What it is: Every pupil deserves equal access to the full curriculum regardless of gender, language, disability, or income.

What it looks like: Leaders track participation by subgroup, monitor dropout and attendance, and ensure all pupils experience key learning opportunities — science labs, fieldwork, clubs, community projects. Annual “equity audits” review access and representation.

Why it matters (Evidence): UNESCO (2023) links equity of access with national achievement. In Bangladesh, BRAC IED (2019) and CAMPE (2021) show girls and low-income pupils most at risk of exclusion from practical subjects. Equity protects fairness and raises collective outcomes.

What it is: Identifying and addressing obstacles — linguistic, physical, social — that limit learning.

What it looks like: Schools review where pupils fall behind, analyse causes (language of instruction, attendance, health), and implement support such as bilingual scaffolds or resource sharing. Leaders champion inclusion through targeted interventions.

Why it matters (Evidence): Barrier removal is central to inclusive growth. World Bank (2020) and UNICEF Bangladesh (2021) highlight that small structural changes — visual aids, flexible grouping, accessible materials — improve outcomes more than remedial teaching alone.

What it is: Teachers need deep subject and pedagogical knowledge to deliver an ambitious curriculum.

What it looks like: Leaders schedule joint planning, peer observation, and mentoring. Professional development focuses on curriculum design and assessment for learning, not just content coverage.

Why it matters (Evidence): Coe et al., “What Makes Great Teaching” (2014) identified subject knowledge as the most powerful predictor of student achievement. EEF (2021) trials show structured collaborative planning boosts teacher confidence and pupil progress.

What it is: A clearly articulated purpose for learning, understood by staff, pupils, and parents.

What it looks like: Leaders share vision through assemblies, meetings, displays, and newsletters linking daily work to school goals. The message is consistent: learning matters beyond exams.

Why it matters (Evidence): Distributed leadership studies (Leithwood & Louis, 2012; Dhaka University IED, 2022) show that when staff and community share values, implementation strengthens. Clear vision increases alignment and morale.

Sequencing & Progression focuses on how knowledge builds over time so that learning sticks. A well-sequenced curriculum connects prior and future understanding and enables pupils to transfer knowledge across topics and years.

Kirschner et al. (2006) and Deans for Impact (2015) show that cumulative, connected learning improves retention and transfer. In Bangladesh, dense syllabi and exam timetables can limit review time; without spaced practice, forgetting accelerates (Bjork & Bjork, 2019). Schools that use progression maps and cumulative practice reduce repetition and deepen understanding (NCTB, 2022; EdTech Hub Bangladesh, 2023).

What it is: Content arranged so new learning builds on what pupils already know.

What it looks like: “Learning ladders” for each subject; prior-knowledge checks; vertical plans linking topics across grades.

Why it matters (Evidence): Rosenshine (2012) and EEF (2021) show cumulative sequencing boosts retention. DSHE (2021) reports steadier improvement where sequencing is mapped.

What it is: Regular review to strengthen long-term memory.

What it looks like: Do-now quizzes, spaced-practice weeks, cumulative assessments in every subject.

Why it matters (Evidence): Cepeda et al. (2008) and EEF (2021) show retrieval adds significant progress. BRAC Pilot (2022) saw better retention where recall was embedded.

What it is: Continuity from primary to secondary reduces repetition and gaps.

What it looks like: Cross-phase planning teams; common expectations; cumulative portfolios.

Why it matters (Evidence): OECD Learning Compass (2019) stresses cross-phase coherence; NCTB (2022) finds gaps where transitions are weak.

What it is: Teaching reflects disciplinary thinking (e.g., evidence in science, sources in history).

What it looks like: Departments plan disciplinary goals and model expert reasoning.

Why it matters (Evidence): Shulman (1986) on PCK; Bangladesh pilots showed better application where disciplinary methods were taught (Edexcel IGCSE Pilot, 2021).

What it is: Iterative evaluation to keep sequencing effective.

What it looks like: Annual audits; cross-department moderation; data-informed map updates.

Why it matters (Evidence): Timperley (2018) links iterative review with sustained quality; DSHE (2022) shows exam gains where review cycles are routine.

Foundations underpin every subject: fluent reading, accurate computation, and confident communication accelerate learning across the curriculum.

International meta-analyses link early mastery with later attainment (National Reading Panel, 2020; EEF, 2021). In Bangladesh, large classes and exam pressure often constrain extended reading or reasoning talk; explicit vocabulary and number-sense instruction delivers strong gains, particularly for disadvantaged learners (UNICEF Bangladesh, 2022; CAMPE, 2021). Embedding foundations in all subjects is a high-impact, low-cost strategy.

What it is: Structured teaching of decoding, fluency, and comprehension.

What it looks like: Daily guided reading; modelling vocabulary in context; comprehension discussions tied to subject texts.

Why it matters (Evidence): National Reading Panel (2020) shows phonics + fluency + comprehension yields large gains; BRAC Reading Enhancement (2019) reported +15% comprehension in rural primary.

What it is: Instant recall of number facts to free working memory.

What it looks like: Short daily fluency practice, games, and applied problems across subjects.

Why it matters (Evidence): EEF Mathematics (2020) shows automaticity supports reasoning; NCTB Pilot (2021) saw +20% problem-solving success with daily routines.

What it is: Explicit teaching of key terms and structured talk.

What it looks like: Word walls, sentence stems, debates, explain-your-thinking tasks in all subjects.

Why it matters (Evidence): Quigley (2018) and EEF (2021) highlight vocabulary as a lever for equity; EdTech Hub Bangladesh (2023) found discussion-based learning doubled comprehension in secondary English.

What it is: Catching difficulties early, intervening quickly.

What it looks like: Termly baseline screening in reading/number; short, targeted “catch-up” sessions.

Why it matters (Evidence): RTI evidence (US DoE, 2016) and CAMPE (2021) show early support prevents wider gaps; BRAC IED (2019) reduced later dropout by 30% with primary screening.

Teaching Practices & Pedagogy describes how effectively teachers transform curriculum plans into learning — explanations, modelling, questioning, feedback, and structured practice that move knowledge into long-term understanding.

Even in large classes with few resources, well-structured routines and formative feedback have high impact (EEF, 2023). Consistent habits of explanation, checking for understanding, and practice produce the greatest gains (Rosenshine, 2012; Coe et al., 2014; UNESCO Dhaka, 2023).

What it is: Making thinking visible in small, logical steps before independent work.

What it looks like: “I do → We do → You do” sequences; worked examples; verbalised reasoning; local contexts in examples.

Why it matters (Evidence): Cognitive-load research supports modelling for novices (Sweller, 1988; EEF, 2021); BRAC Pilot (2022) improved science practicals by 18% with modelling.

What it is: Dialogue that probes understanding and gives timely guidance.

What it looks like: Mix of closed/open questions; cold-call; hints and scaffolds rather than grades.

Why it matters (Evidence): Black & Wiliam (1998) found formative questioning highly impactful; DSHE Pilot (2021) showed accuracy gains with feedback cycles.

What it is: Support structures that are gradually removed.

What it looks like: Sentence starters, organisers, step guides early on; planned fading; peer models.

Why it matters (Evidence): Vygotsky’s ZPD; EEF SEN (2020) shows adaptive scaffolding benefits all learners.

What it is: Spaced and varied practice to strengthen memory.

What it looks like: Do-now recall, weekly low-stakes quizzes, interleaved homework.

Why it matters (Evidence): Bjork & Bjork (2019) show retrieval strengthens memory; EdTech Hub Bangladesh (2023) observed retention gains with recall routines.

What it is: Shared teaching language so pupils meet similar expectations.

What it looks like: Common routines for entry tasks, questioning formats, feedback codes.

Why it matters (Evidence): Leithwood & Louis (2012) found consistency improves equity; UNESCO (2023) reported reduced variance where common frameworks exist.

Inclusion & Access ensures every pupil participates fully in learning. It is not only about admission but enabling equitable success and belonging.

Bangladesh’s schools serve varied populations. Barriers (poverty, disability stigma, early marriage) can limit attendance. Evidence shows inclusion improves retention and achievement when teachers apply adaptive instruction and schools engage families (CAMPE, 2021; UNICEF, 2022; UNESCO Dhaka, 2023).

What it is: Ambitious goals for every pupil with the right support.

What it looks like: Challenging objectives, effort celebrated, subgroup progress tracked; scaffolds instead of lowering goals.

Why it matters (Evidence): Expectation effects influence achievement (Rosenthal & Jacobson, 1968); EEF SEN Review (2020) shows ambition lifts outcomes for disadvantaged learners.

What it is: Lessons designed so all pupils can access them without a separate curriculum.

What it looks like: Visual supports, bilingual glossaries, structured note-taking, differentiated questioning.

Why it matters (Evidence): UDL research: flexible presentation aids all (CAST, 2018). Bangladesh cases show visual supports cut dropout for language/hearing barriers (UNESCO Dhaka, 2023).

What it is: Monitoring who attends, contributes, and achieves.

What it looks like: Data by gender, disability, income; extracurricular participation analysis.

Why it matters (Evidence): CAMPE (2021) links tracking to reduced dropout; BRAC (2019) used attendance heat-maps for early intervention.

What it is: Working with parents to remove barriers outside school.

What it looks like: Home visits, workshops, local language communication, shared goals.

Why it matters (Evidence): Epstein (2018): home-school collaboration improves attendance. Parent groups raised girls’ continuation by 25% (Save the Children, 2020).

What it is: Daily practices that value diversity.

What it looks like: Assemblies, inclusive displays, peer mentoring, respectful language norms.

Why it matters (Evidence): OECD (2020) links belonging to engagement; BRAC IED (2022) saw behaviour improve with explicit respect values.

Curriculum Impact asks what difference learning is making — whether pupils can recall securely, apply knowledge in new contexts, and show improvement over time.

Exams matter, but grades alone are partial. Triangulating tests, pupil work, and oral explanations gives a truer picture (Black & Wiliam, 2006; EEF, 2021). Bangladesh schools that analyse work over time, address misconceptions, and celebrate wider learning sustain improvement (BRAC IED, 2020; UNESCO Dhaka, 2023).

What it is: Combining exams, work samples, and pupil voice to judge understanding.

What it looks like: Department reviews use book scrutiny, oral checks, and data together.

Why it matters (Evidence): Triangulation improves reliability (Black & Wiliam, 2006). DSHE (2022) schools using mixed evidence made better curriculum decisions.

What it is: Looking at what pupils produce over time to see depth and improvement.

What it looks like: Termly sampling for depth, feedback use, and redrafting.

Why it matters (Evidence): Work scrutiny reveals curriculum impact (Ofsted, 2019). BRAC IED (2020) saw gains when teachers reviewed samples together.

What it is: Pupils using knowledge in new contexts, not just recalling facts.

What it looks like: Projects, cross-subject tasks, problem-solving activities.

Why it matters (Evidence): Transfer indicates deep learning (EEF, 2021). UNESCO Dhaka (2023) noted higher critical-thinking scores with applied tasks.

What it is: Using assessment to refine teaching, not only report scores.

What it looks like: Question-level analysis, re-teaching cycles, moderation meetings.

Why it matters (Evidence): Data-informed improvement cycles drive gains (Timperley, 2018); DSHE (2021) documented maths improvements with error analysis.

What it is: Recognising skills, values, and effort alongside exam results.

What it looks like: Portfolios, presentations, competitions, and community projects.

Why it matters (Evidence): Recognition of broader learning improves motivation and attendance (OECD, 2019; BRAC Culture Programme, 2020).