Developing Curriculum Standards

EFRAG has released the revised #ESRS. The total number of data points has been slashed by 70%, dropping from 1,073 to just 320. The revision undeniably responds to political pressure. It feels like that, while this revision solves some problems, it also opens new questions. ➡️ The reduction in data points was overdue, yet whether 70% is the right balance is far from clear. Yes, redundant and low-value data points are gone, but so are several data points that mattered. ➡️ The revised Double Materiality Assessment promises "clearer guidance, less documentation, and better alignment with audit expectations." Given the friction around the original DMA, this feels like progress on proportionality. ➡️ Many exceptions and reliefs - such as the possibility to omit information when there is "undue cost or effort" - introduce a lot of flexibility. Without tighter guardrails, these reliefs risk creating loopholes for greenwashing. Reliefs should be the rare exception, not the norm. 👉 EFRAG’s mandate was tough: deliver major simplification without diluting the standards, and do it under time pressure. Not exactly a recipe for a quick win. The final package reflects those tensions: a step forward in some respects, a compromise in others. The revised ESRS are now with the Commission, which will consult internally and externally and engage with Parliament & Council. This is expected to take six to nine months, after which the standards will be adopted through a Delegated Act. The objective is for the revised standards to apply from FY 2027, with a possibility for earlier application for FY 2026 (still to be confirmed).

Learning flourishes when students are exposed to a rich tapestry of strategies that activate different parts of the brain and heart. Beyond memorization and review, innovative approaches like peer teaching, role-playing, project-based learning, and multisensory exploration allow learners to engage deeply and authentically. For example, when students teach a concept to classmates, they strengthen their communication, metacognition, and confidence. Role-playing historical events or scientific processes builds empathy, critical thinking, and problem-solving. Project-based learning such as designing a community garden or creating a presentation fosters collaboration, creativity, and real-world application. Multisensory strategies like using manipulatives, visuals, movement, and sound especially benefit neurodiverse learners, enhancing retention, focus, and emotional connection to content. These methods don’t just improve academic outcomes they cultivate lifelong skills like adaptability, initiative, and resilience. When teachers intentionally layer strategies that match students’ strengths and needs, they create classrooms that are inclusive, dynamic, and deeply empowering. #LearningInEveryWay

One of the most intellectually honest and practically necessary conversations I have with teachers is around the myth of the "universal pedagogy." It’s a myth that creeps quietly into staff rooms, teacher training programs, education conferences, and even policy documents - whispering that there is one best way to teach, one superior method that will transform every classroom. Whether it comes cloaked in the language of project-based learning, student-centred education, experiential approaches, or even inquiry-based instruction, the idea that a single pedagogical model can universally serve all learners, contexts, and disciplines is not just flawed - it’s deeply reductive. What concerns me is how quickly some of these approaches move from being valuable frameworks to rigid dogmas. I often encounter well-meaning educators who advocate passionately for project-based learning or activity-based teaching, presenting them as inherently better than traditional instruction. But when we fail to ask in what context? with what learners? for what kind of content?, we risk falling into the trap of pedagogical absolutism. I encourage teachers to explore and interrogate: Where might project-based learning fall short? In a classroom with extremely limited resources, where students are underprepared for autonomous learning, along with group settings, PBL may inadvertently widen gaps rather than close them. Even the much-lauded student-centred approach needs scrutiny. There are contexts, especially where there are wide disparities in prior knowledge, exposure, or access, where placing the burden of navigation entirely on the student can unintentionally lead to confusion, frustration, and alienation. When we start recognising these nuances, teachers begin to feel empowered not by a method, but by their own judgment. They begin to see pedagogy not as a prescriptive formula, but as a set of tools, each one useful, but only in the right moment and context. And with that comes agility. The ability to shift within a single class. Or create your own pedagogical strategy. To start with guided instruction, open it up into a hands-on task, then step back into reflective discussion. To design not just with principles in mind, but with responsiveness in practice. Teaching is not about championing one model over another. It’s about developing pedagogical discernment - the ability to make informed, intentional, and flexible decisions based on students, subjects, and settings. Because no classroom is ever the same twice. And if we’re serious about teaching as a craft and a profession, we must embrace the complexity rather than reduce it to specific terminologies! #education #pedagogy #teaching #learning #pbl #priyankeducator

Reshaping Grade IX: The New CBSE Approach to Curriculum Planning Let's explore, CBSE's revised Grade IX framework, which is basically a shift from the focus of syllabus completion to a meaningful, flexible, real-world learning, as outlined in NCF 2023. This change requires educators to adopt a new mindset, prioritizing student understanding and skills over simple content coverage. To guide schools through this transformation effectively, a clear 10-step curriculum planning process has been developed. The foundation is a mindset shift from asking "What to teach?" to "What should learners understand?" This is supported by subject-wise curriculum mapping and detailed annual and monthly plans. To implement this vision, teachers are encouraged to use NCF-aligned pedagogical strategies, such as inquiry-based and experiential learning. Assessments are split into formative (checking understanding) and summative (evaluating learning), both aligned with current CBSE patterns. The framework also emphasizes interdisciplinary connections and integrating real-world issues like the Sustainable Development Goals (SDGs). Unit planning snapshots offer practical examples, while a focus on differentiation and inclusion ensures all students are supported. Finally, consistent documentation and reflection are essential for continuous improvement. Ultimately, curriculum planning is about designing meaningful learning journeys, not just completing chapters. It's a structured approach that ensures coherence in content through strategic planning, learner-friendly pedagogies, and authentic assessments leads to meaningful and impactful learning experiences.

Differentiation in the Classroom: Meeting Every Learner Where They Are In today’s diverse classrooms, one-size-fits-all teaching simply doesn’t work. Differentiation is the strategic approach of adapting instruction to meet the varied learning needs, interests, and abilities of pupils—without compromising academic expectations. 1. What Differentiation Looks Like Content – Adjusting what pupils learn. This might mean providing simplified reading materials for some, while extending tasks for advanced learners. Process – Changing how pupils learn. Examples include group work, independent projects, hands-on experiments, or guided practice. Product – Allowing choice in how pupils demonstrate learning. This could be through presentations, reports, art, or digital media. Learning Environment – Creating a classroom atmosphere that supports different learning styles—quiet corners for focus, interactive stations for collaboration. 2. Practical Strategies for Teachers Flexible Grouping – Switch between mixed-ability and ability-based groups depending on the activity. Tiered Assignments – Design tasks with different levels of complexity. Choice Boards – Offer pupils a menu of tasks to complete. Scaffolding – Provide step-by-step support that is gradually removed as independence grows. Ongoing Assessment – Use quick checks for understanding to guide instructional adjustments in real time. 3. Why Differentiation Matters Equity in Learning – Every child gets access to the curriculum at their own readiness level. Boosts Engagement – Pupils are more motivated when learning feels relevant and achievable. Closes Learning Gaps – Targeted support helps struggling learners catch up while challenging advanced learners to excel. Key Thought: Differentiation is not about creating 30 different lesson plans—it’s about making small, intentional adjustments that help every learner feel seen, supported, and stretched. #DifferentiatedInstruction #TeachingStrategies #JoyfulLearningAcademy #ClassroomInclusion #EducationMatters #TeachingTips #StudentEngagement #LearningForAll #ChildDevelopment #InclusiveTeaching #TeacherTraining #EducationLeadership #ClassroomManagement #TeacherGrowth #TeachingExcellence

AI is changing the skills we use at work. It’s time to rethink not just how we use AI in the classroom but what we teach. Our latest: 70% of K12 curriculum needs redesign not because subjects are disappearing but because mastery itself is changing. When AI executes more tasks, cognitive demands on students rise, not fall. One of the things that has stood in the way of adapting curricula to the age of AI has been language. Jobs speak a language of skills, education speaks a language of learning objectives. In new research from The Burning Glass Institute and aiEDU, we built a massive knowledge graph to map AI’s impact across 1,000 workforce skills and connect those shifts directly to what students are taught in 21 state curricula in order to understand how AI’s changes in the workplace translate to classroom imperatives. Four findings stand out: • The cognitive bar is rising, not falling. The standards for mastery of core skills like writing, mathematical reasoning, and research must become more demanding, not less, because students must learn to direct, evaluate, and challenge AI output rather than simply execute procedures. • No subject is becoming irrelevant. Just as calculators didn't obviate arithmetic, no subject is going away due to AI. Rather, the disruption is within disciplines. Some skills are automated, others amplified, and many require deeper conceptual understanding than before. • Curriculum change is about rebalancing, not replacing. The question is no longer what subjects to teach, but what within them must be deepened, transformed, streamlined, or protected. • Assessment must transform.  When AI can produce polished outputs, final products are not reliable signals of mastery. Grading, testing, and other forms of student assessment must focus on the process: how do students frame the problem? Why did they choose a specific approach? The report introduces a four-quadrant framework—Deepen, Transform, Streamline, Anchor—that helps educators make evidence-based decisions about what to emphasize, what to redesign, and what to protect in their curriculum.    Read our full report, Which Skills Matter Now: A Data Driven Framework for K12 in the Age of AI, here: https://lnkd.in/evtE_77k   If we want students prepared for an AI-shaped economy, curriculum redesign is no longer optional. It’s structural.   Many thanks to my coauthors Stuart Andreason, Christian Pinedo, Emma Doggett Neergaard, Shrinidhi Rao & Gwynn Guilford as well as to Alex Kotran, Henry Woodyard VI, and Berk Idem. I am very grateful to the many who offered to review this work and whose feedback shaped it, including Ross Wiener, Armando Rodriguez, Matthew Gee, Jeremy Kelley, Isabelle Hau, Adriana Gobbo Harrington, Eric Chan, Vikki Weston, Sandy Smith, Jessica Yarbro, Timothy Knowles, Diego Arambula, Brooke Stafford-Brizard, & Jean-Claude Brizard #education #ai #artificialintelligence #careers

𝗪𝗵𝗮𝘁 𝗵𝗮𝘀 𝗰𝗵𝗮𝗻𝗴𝗲𝗱 𝗶𝗻 𝗡𝗲𝘄 𝗜𝗘𝗖 𝟲𝟮𝟰𝟰𝟯-𝟮-𝟭:𝟮𝟬𝟮𝟰, 𝗧𝗵𝗲 𝗦𝘁𝗮𝗻𝗱𝗮𝗿𝗱 𝗳𝗼𝗿 𝗦𝗲𝗰𝘂𝗿𝗶𝘁𝘆 𝗣𝗿𝗼𝗴𝗿𝗮𝗺?  Did you know the latest International Society of Automation (ISA) IEC 62443-2-1:2024 update has reimagined how we build, run, and mature OT security programs? As someone obsessed with reducing OT risk and aligning cyber with operations, I had to dig deep into the new workflow—and there are some game-changers you can’t afford to miss: 🔎 Key Changes That Caught My Eye: 1. Eight Clear Security Program Elements: No more management-speak; real requirements, real-world impact. 2. Maturity Levels (ML1–ML4): Finally, a way to benchmark and show progress—no more guesswork. 3. Integrated ISMS: Seamless with ISO 27001, less duplication. 4. Supply Chain Clarity: Asset owners now have sharper tools to flow down requirements to suppliers and integrators. But what makes this update truly non-negotiable? 1. Asset inventory is foundational: You can’t secure what you can’t see. 2. Network segmentation is a must: No exceptions—this is your firewall against catastrophe. 3. Assume breach: The best programs focus on resilience and rapid, safe recovery—not just prevention. 4. Safety first: OT security must never undermine operational safety. Curious about the workflow? It’s all about continuous improvement—Plan, Do, Check, Act—but mapped specifically to the realities of IACS. Each 𝙎𝙚𝙘𝙪𝙧𝙞𝙩𝙮 𝙋𝙧𝙤𝙜𝙧𝙖𝙢 𝙀𝙡𝙚𝙢𝙚𝙣𝙩 (𝙎𝙋𝙀) drives a tangible, testable outcome: 1️⃣ Org. Security: Governance, roles, supply chain, physical controls 2️⃣ Config. Mgmt: Asset inventory, secure baselines, change control 3️⃣ Network Security: Defensible architecture, zones, secure access 4️⃣ Component Security: Hardening, patching, removable media 5️⃣ Data Protection: Crypto, classification, secure disposal 6️⃣User Access Control: RBAC, MFA, least privilege 7️⃣ Incident Mgmt: Detection, response, OT playbooks 8️⃣ Availability: High-availability design, backup & recovery My Take: This isn’t just an evolution—it’s a blueprint for measurable OT security maturity. If you’re building or updating an IACS security program, this is the playbook to study. What’s your biggest challenge with aligning OT security to new standards? ❓ Have you started mapping your maturity level? 🔁 Like, repost, and follow for more deep dives into OT security and practical frameworks! Standard sample here: https://lnkd.in/g3S-RHEc #OTSecurity #IEC62443 #ICS #Cybersecurity #IndustrialCyber #Resilience #RiskManagement #ContinuousImprovement #SupplyChainSecurity

As the world evolves, our educational approach must also adapt, inspiring stewardship and understanding of global challenges. I’ve crafted curriculum outcomes that blend primary school subjects with real-world activities, fostering curiosity and a proactive mindset in young learners. 1. The study of rainforests - Let’s build a classroom mini-rainforest to explore biodiversity and promote ecosystem conservation. 2. The study of writing letters - Let’s impact future policies by writing persuasive letters to leaders about environmental or social issues. 3. The study of insects - Let’s create a habitat for beneficial insects to promote local biodiversity. 4. The study of history - What can we learn from historical events to improve community cohesion and peace? 5. The study of the food chain - Let’s adopt a local endangered species and start a campaign to protect it. 6. The study of maps - Let’s explore the impacts of climate change on different continents using interactive map projects. 7. The study of basic plants - Let’s cultivate a garden with plants from around the world, focusing on their roles in sustainable agriculture. 8. The study of local weather - Let’s build weather stations to understand climate patterns and their effects on our environment. 9. The study of simple machines - Let’s engineer solutions to improve water and energy efficiency in our community. 10. The study of counting and numbers - Let’s analyze data on recycling rates and set goals for waste reduction. 11. The study of community helpers - Let’s explore how people around the world help improve community well-being and resilience. 12. The study of basic materials - Let’s investigate how everyday materials can be recycled or reused creatively in art projects. 13. The study of stories and fables - Let’s share stories from various cultures that teach lessons about community and cooperation. 14. The study of water cycles - Let’s design experiments to clean water using natural filters, learning about sustainable living practices. 15. The study of world populations - Let’s look at population distribution and discuss how urban planning can address housing and sustainability challenges. 16. The study of ecosystems - Let’s restore a small section of a local park, linking it to the role ecosystems play in human well-being. 17. The study of cultural studies - Let’s hold a festival to celebrate global cultures and their approaches to sustainable living. 18. The study of physics - Let’s discover renewable energy sources through simple experiments. These projects encourage real-world application, teamwork, and problem-solving, emphasizing the role of education in shaping informed, proactive citizens ready to face global challenges. This approach makes learning relevant and essential for today’s interconnected world. Which one will you try? #education #school #teacher #teaching

🚨 Widening Proficiency Gaps & Lowering Standards: More disturbing trends in NAEP Results news. The gap between our highest and lowest-performing students has reached an all-time high, and instead of raising the bar, many states are simply lowering their standards. The reality of what has been happening these past few years in education:  ✔️ Dozens of states have lowered proficiency levels on their local exams, making it easier for students to pass without mastering the material. ✔️ Virginia has lowered proficiency standards three times in the last eight years. ✔️ Seven states have weakened graduation requirements, allowing students to earn diplomas without proving essential skills. ✔️ Post-pandemic learning loss and teacher shortages have left students without the necessary support to recover. ✔️ Access to quality instruction isn’t equal, putting underserved communities at an even greater disadvantage. Instead of addressing learning gaps, many states are lowering expectations—and students are the ones paying the price. A system that prioritizes graduation rates over real learning is failing them. These NAEP results should be a wake up call that education and our students are in a crisis. And waiting for a miracle boom in teachers to come rescue these struggling students is simply put: unrealistic and dangerous to the future of education for the U.S. Underpaid and overworked teachers aren't going to gravitate to schools and districts with the most need...they're going to go where they are valued and paid. We have to come up with partnerships that validate their professional experience, compensate them accordingly, and give them the flexibility to have things taken off their plates in order to do the job they do best: TEACH. #EducationCrisis #AchievementGap #EducationEquity #RaisingStandards

This week, the Science Based Targets initiative released a draft of their Corporate #NetZero Standard V.2.0. for consultation. The proposed updates aim to accelerate corporate #decarbonisation by: • Upholding the core focus on #emissionsreduction while providing companies with incentives to go beyond decarbonisation of their operations and value chains and increase support to #climatefinance and effective #carbonremovals; • Prioritising direct #valuechain action and targeting it at the most material emissions sources and those areas where companies have the highest leverage (as opposed to broadly covering 67%/90% of emissions in near/long-term targets); • Enhancing accountability, recognition, and ambition through a refined validation and progress-recognition model; • Introducing greater proportionality by simplifying target-setting requirements for SMEs in lower-income regions. I am looking forward to exploring the new standards in more detail, but prima facie, I support this direction of travel (on the whole: I have an a priori against the idea of full Scope 3 optionality under the proportionality provisions). Of course, I recognise I might be demonstrating some foolish consistency here, given that back in 2019, I cautioned against naive reliance on Scope 3 emissions data (specifically in portfolio construction and to limited effect then), and later proposed alternative metrics based on revenues and alignment (this was at the close of my 2020 article, emphasising both the need to tackle Scope 3 emissions and the importance of understanding data limitations to do it right). Make your voice heard! Links to the draft standards and survey in comments. H.T. Khalid Azizuddin for highlighting the update and consultation in a piece for Responsible Investor this week.