While different authors define the terms “curriculum” and “pedagogy” in different ways, there can be little doubt that we should decide what our students will learn before we decide how they should be taught and how they should be assessed.

Making these decisions will involve trade-offs—there is no perfect curriculum, no perfect pedagogy and no perfect assessment system. The best we can do, therefore, is to make these trade-offs explicit and planned, rather than as consequences of other decisions. In this presentation, Dylan Wiliam will explore some of the most important implications of recent research on memory.
why allocating large block of time to particular topics is often less effective than doing things in smaller chunks
why formative assessment—month by month, week by week, day by day, and minute by minute—should be at the heart of effective teacher
why any assessment system needs to balance five desirable properties, namely that it needs to be synoptic, distributed, extensive, manageable and trusted.