Skip to main content

BRIDGE: Curriculum & Teaching Self-Review Framework

Introduction to Curriculum & Teaching Review

The curriculum is the beating heart of a school. It defines what pupils are taught, how knowledge is organised, and how learning is experienced in classrooms. Teaching brings that curriculum to life — ensuring pupils not only know more but also remember more and apply their learning in new situations.A well-designed curriculum answers three core questions:

  • Intent: What do we want pupils to learn and why?
  • Implementation: How will teaching make that learning happen?
  • Impact: How will we know if it has worked?

The BRIDGE Framework brings these ideas together, helping schools in Bangladesh review and strengthen both curriculum and classroom practice through six interlinked clusters:

🧭 How to Use This Review

These clusters are designed to be practical, flexible, and developmental. You don’t need to complete them in order. Leaders might choose to:

  • Start with the cluster that feels most urgent or relevant.
  • Divide clusters among teams (e.g., subject heads, literacy coordinators, senior leaders).
  • Bring findings together in a whole-school review or development plan.

Each cluster includes:

  • 🔎 Evidence Review — explaining what the cluster means and why it matters.
  • 🧪 Active Ingredients (Non-Negotiables) — the essential practices that drive improvement.
  • 🧭 Self-Evaluation Questions — reflective prompts to help teams discuss strengths and areas for growth.
  • 📊 Exemplar Table — a practical model showing how to record evidence and next steps.
  • 📥 Download Template — a Word version to adapt for your own context.

💬 Principles for Meaningful Review

  • Encourage open dialogue, not judgement. The aim is learning, not inspection.
  • Base every conclusion on evidence. Use documents, lesson visits, pupil work, and discussions.
  • Adapt, don’t adopt. Use the exemplar tables as guides but make them your own.
  • End every cluster with next steps. Focus on realistic, high-leverage actions your team can implement.

Cluster 1. Curriculum Intent & Leadership

🔎 Evidence Review

What this means (click to expand)

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.

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) Breadth & Ambition (click to expand)

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.

2) Equity of Entitlement (click to expand)

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.

3) Removing Barriers (click to expand)

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.

4) Teacher Expertise & Support (click to expand)

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.

5) Leadership Vision & Communication (click to expand)

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.

🧭 Self-Evaluation Questions

  • How do we ensure our curriculum remains broad and ambitious beyond exam preparation?
  • How do we guarantee that all pupils — including girls, disabled pupils, and disadvantaged groups — access the full curriculum?
  • How do leaders identify barriers to learning and act to reduce them?
  • How do we build teacher expertise and collaboration in curriculum design?
  • How do we communicate our curriculum vision to staff, pupils, and parents?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Breadth & Ambition Timetables + observations: arts/ICT reduced during exam months; student interviews cite “too much test prep.” Broad intent narrows in practice. Next: ring-fence creative/ICT hours; termly check of taught vs intended breadth.
Equity Participation logs by gender: fewer girls attend science clubs/labs. Gender gap evident. Next: reschedule sessions; female STEM mentoring; monthly participation tracking.
Removing Barriers Focus groups: confusion when switching Bangla → English mid-topic; minimal bilingual scaffolds. Language barrier. Next: bilingual glossaries; model explanations; code-switching guidance in plans.
Teacher Expertise CPD logs: mainly generic; little subject planning time. Implementation risk. Next: department planning, coaching, and peer observation cycles.
Vision & Communication Parent survey: school goal perceived as “exam passes”; displays emphasise grades. Vision unclear externally. Next: refresh curriculum vision; share via parent meetings/newsletters.

📥 Download Word Template — Curriculum Intent & Leadership

Cluster 1. Curriculum Intent & Leadership

🔎 Evidence Review

What this means (click to expand)

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.

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) Breadth & Ambition (click to expand)

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.

2) Equity of Entitlement (click to expand)

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.

3) Removing Barriers (click to expand)

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.

4) Teacher Expertise & Support (click to expand)

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.

5) Leadership Vision & Communication (click to expand)

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.

🧭 Self-Evaluation Questions

  • How do we ensure our curriculum remains broad and ambitious beyond exam preparation?
  • How do we guarantee that all pupils — including girls, disabled pupils, and disadvantaged groups — access the full curriculum?
  • How do leaders identify barriers to learning and act to reduce them?
  • How do we build teacher expertise and collaboration in curriculum design?
  • How do we communicate our curriculum vision to staff, pupils, and parents?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Breadth & Ambition Timetables + observations: arts/ICT reduced during exam months; student interviews cite “too much test prep.” Broad intent narrows in practice. Next: ring-fence creative/ICT hours; termly check of taught vs intended breadth.
Equity Participation logs by gender: fewer girls attend science clubs/labs. Gender gap evident. Next: reschedule sessions; female STEM mentoring; monthly participation tracking.
Removing Barriers Focus groups: confusion when switching Bangla→English mid-topic; minimal bilingual scaffolds. Language barrier. Next: bilingual glossaries; model explanations; code-switching guidance in plans.
Teacher Expertise CPD logs: mainly generic; little subject planning time. Implementation risk. Next: department planning, coaching, and peer observation cycles.
Vision & Communication Parent survey: school goal perceived as “exam passes”; displays emphasise grades. Vision unclear externally. Next: refresh curriculum vision; share via parent meetings/newsletters.

📥 Download Word Template — Curriculum Intent & Leadership

Cluster 2. Sequencing & Progression

🔎 Evidence Review

What this means (click to expand)

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.

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) Logical Sequencing (click to expand)

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.

2) Retrieval & Consolidation (click to expand)

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.

3) Progression Across Phases (click to expand)

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.

4) Subject-Specific Rigour (click to expand)

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).

5) Review & Refinement (click to expand)

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.

🧭 Self-Evaluation Questions

  • How do we ensure subjects are sequenced logically so new learning builds securely?
  • How do we embed retrieval and consolidation routines in every subject?
  • How do we ensure progression and coherence across year groups and phases?
  • How do we uphold disciplinary rigour in subject teaching?
  • How do we systematically review and refine sequencing each year?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Sequencing Science topics taught in isolation; minimal recap of prior units. Map learning ladders. Next: create whole-subject sequencing overview.
Retrieval Students report revision happens only before exams. Retrieval not routine. Next: weekly recall quizzes across subjects.
Progression Grade 7 history repeats Grade 5 content. Vertical gap. Next: cross-phase planning team; align endpoints.
Rigour English relies on copying; maths on procedures only. Add disciplinary CPD. Next: teach reasoning in subject language.
Review No annual curriculum audit found. Start cycle. Next: termly review using data + work samples.

📥 Download Word Template — Sequencing & Progression

Cluster 3. Foundations in Literacy, Numeracy & Oracy

🔎 Evidence Review

What this means (click to expand)

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

Why it matters (click to expand)

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.

🧪 Active Ingredients (Non-Negotiables)

1) Systematic Reading Instruction (click to expand)

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.

2) Automaticity in Number Facts & Operations (click to expand)

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.

3) Deliberate Vocabulary & Oracy Instruction (click to expand)

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.

4) Early Identification & Support (click to expand)

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.

🧭 Self-Evaluation Questions

  • How do we ensure reading instruction develops decoding, fluency, and comprehension across grades?
  • What evidence shows pupils’ fluency in number facts and ability to apply them in problem-solving?
  • How do teachers deliberately teach and revisit vocabulary in every subject?
  • How do we identify and support pupils who fall behind early?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Reading Instruction No reading logs; low comprehension scores in mid-year tests. Introduce daily guided reading + fluency checks. Next: termly comprehension sampling.
Number Automaticity Slow recall in arithmetic; errors in multi-step problems. Five-minute daily fluency practice. Next: interleaved problem sets.
Vocabulary & Oracy Few discussion opportunities noted during observations. Add talk stems + weekly debates. Next: monitor with quick oracy rubrics.
Early Support No baseline screening; issues found late. Start termly assessments + short catch-up cycles. Next: track gains fortnightly.

📥 Download Word Template — Foundations in Literacy, Numeracy & Oracy

Cluster 4. Teaching Practices & Pedagogy

🔎 Evidence Review

What this means (click to expand)

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.

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) Clear Explanations & Modelling (click to expand)

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.

2) Questioning & Feedback (click to expand)

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.

3) Scaffolding & Adaptation (click to expand)

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.

4) Retrieval & Practice (click to expand)

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.

5) Consistency Across Classrooms (click to expand)

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.

🧭 Self-Evaluation Questions

  • How do teachers model ideas and explanations clearly?
  • How is questioning used to probe understanding, and how timely is feedback?
  • How effectively do teachers scaffold and then withdraw support?
  • How regularly is retrieval practice built into lessons?
  • How consistent are teaching routines across classrooms?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Explanations & Modelling Strong modelling in maths; weaker explanation in English. Inconsistent clarity. Next: peer observation + modelling workshop.
Questioning & Feedback Mostly recall questions; written feedback delayed. Shift to formative questioning. Next: train “no-hands-up” routines.
Scaffolding Templates never removed in science practicals. Dependency risk. Next: plan scaffold-fading steps.
Retrieval No routine recall activities observed. Embed 5-minute recall in all lessons. Next: weekly check-ins.
Consistency Different expectations by department. Agree core teaching habits. Next: whole-school routines guide.

📥 Download Word Template — Teaching Practices & Pedagogy

Cluster 5. Inclusion & Access

🔎 Evidence Review

What this means (click to expand)

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

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) High Expectations for All (click to expand)

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.

2) Accessible Teaching & Resources (click to expand)

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).

3) Tracking Participation & Progress (click to expand)

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.

4) Family & Community Partnerships (click to expand)

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).

5) Culture of Belonging & Respect (click to expand)

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.

🧭 Self-Evaluation Questions

  • How consistently do staff maintain high expectations for all pupils?
  • How accessible are our lessons and resources to learners with differing needs?
  • How do we track participation and act on patterns of exclusion?
  • How do we engage parents and the wider community in supporting inclusion?
  • How do we promote a culture of belonging and respect daily?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Expectations Plans show simplified tasks designated for “low group”. Risk of lowered ambition. Next: tiered scaffolds with same end goals.
Accessibility Dense English texts; no visuals. Add visual supports + bilingual keywords. Next: UDL checklist in planning.
Tracking No gender-disaggregated participation data. Introduce an equity dashboard. Next: review monthly and intervene early.
Community Links Parents only contacted regarding fees. Start monthly family meetings. Next: co-create attendance goals.
Belonging Pupils report teasing about dialect. Launch peer mentoring + respect campaign. Next: monitor via pupil voice.

📥 Download Word Template — Inclusion & Access

Cluster 6. Curriculum Impact

🔎 Evidence Review

What this means (click to expand)

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

Why it matters (click to expand)

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).

🧪 Active Ingredients (Non-Negotiables)

1) Multiple Measures of Learning (click to expand)

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.

2) Pupil Work as Evidence of Progress (click to expand)

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.

3) Application & Transfer (click to expand)

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.

4) Assessment for Improvement (click to expand)

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.

5) Celebrating Learning Beyond Grades (click to expand)

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).

🧭 Self-Evaluation Questions

  • How do we measure learning beyond exam results?
  • How do we use pupil work to judge progress over time?
  • How do we encourage application and transfer of learning?
  • How do we use assessment information to inform teaching?
  • How do we celebrate learning beyond grades?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Measuring Learning Reliance on term exams; no triangulation with work or pupil voice. Add book review + pupil interviews. Next: half-termly mixed evidence review.
Pupil Work Marking shows limited redrafting or progression notes. Introduce termly sampling & feedback tracking. Next: re-teach common errors.
Application No cross-subject projects; few problem-solving tasks. Start project weeks. Next: plan two applied tasks per term.
Assessment Use Results shared but not analysed for teaching changes. Hold error-analysis meetings. Next: adjust schemes accordingly.
Celebration Awards focus only on top grades. Recognise effort & creativity. Next: add portfolio showcases.

📥 Download Word Template — Curriculum Impact

Conclusion – From Reflection to Action

This framework helps leaders see the whole curriculum-and-teaching cycle clearly — intent, implementation, and impact. Each cluster provides a lens to reflect honestly on current practice and identify the next small steps for improvement.

Every school is different. Use these clusters flexibly: one team may focus on sequencing while another reviews inclusion. What matters is that reflection is collaborative, non-judgemental, and evidence-rich.

Where are your priorities right now? Choose the cluster that will move learning forward most, gather evidence, and agree practical next steps. Step by step, each reflection brings your curriculum — and your pupils’ learning — closer to the vision of excellence Bangladesh’s schools deserve.