We are a challenge seeking species, we like doing things that are difficult. However, no-one wants to be made to feel stupid! There are plenty of examples where we do difficult things such as crosswords, Sudoku, word, and maths puzzles, by way of relaxation. The great thing about these is that we can do them in our own time, without any pressure.

There are some ways that are more effective than others. It turns out that if we identify the concepts aka big ideas and teach children these, then they are likely to know more, remember more and be able to do more, over time.

When John Tomsett and I were working on our new book ‘Huh: Curriculum conversations between subject and senior leaders’ we wanted to explore the somewhat uncertain territory between the ‘knowledgeable one’ namely the subject leader and the potentially ‘less knowledgeable one’ their line manager.

If we are to do justice to the curriculum, we need to take the right amount of time. The pressure to rush through the material was one of the drawbacks of the previous version - it encouraged speed at the expense of depth, swiftness of coverage over security of that coverage and superficial knowledge at the expense of deep understanding.

A few questions: do we provide enough opportunities for our pupils to produce beautiful work? Do they have the chance to polish and refine something? Are they clear about what good work looks like? Have they been inspired by the finished work of others? How often do pupils get the chance to produce work for a real audience? Are there opportunities for multiple drafts, punctuated with honest and specific feedback?

The implementation of the curriculum is the nuts and bolts of the quality of education. It is here that pupils encounter and grapple with the material.

Whether we are in primary or secondary context, there is a lot of stuff to teach and there’s a temptation to think that covering more must mean that pupils learn more and that we do not have sufficient time.

There is something important in this anecdote and it is this: that the fact that I have taught something does not mean that my pupils have ‘got’ it. And they are unlikely to have really learnt something unless they produce something worthwhile with the material they are studying.

It is as important to think about the implementation of the curriculum, as it is to think about the intent.