Written by GEC Founder Nic Ponsford and Circle expert, Meena Wood, Consultant, Trainer & Author

The first GEC CircleTable brought together leading experts to discuss the transformation of education, with a particular focus on curriculum innovation and the role of AI. The Global Equality Collective (GEC), founded by former teacher turned doctoral researcher Nic Ponsford, is the world’s largest EDI collective in education, with over 400 experts working to shape inclusion, belonging, and well-being in schools. Nic was joined by co-host Meena Wood; former HMI Ofsted and registered KHDA Emirates inspector, leadership coach, international trainer and school adviser for British and International schools; Dubai, India, and UK. In her senior leadership roles, Principal of a secondary academy and FE College Principal, she has always passionately advocated access and participation through a curriculum that fulfils each learner’s potential, regardless of background and starting points. 

‘An inclusive curriculum can only be inclusive if its focus is on learners' attributes, skills and their attitudes to learning. Alongside this, assessment systems must value the incremental steps of progress each learner makes against his or her starting point. In line with their aspirations and abilities, learners must be able to choose relevant and meaningful academic, vocational, technical and creative accreditation. Only in this way, can we genuinely transform the curriculum and ignite the curiosity for learning, enabling all to achieve. Integrating AI into the curriculum empowers all students to gain greater agency of their learning, and especially those who are neurodivergent. Making better use of generative and non-generative AI tools would free up teachers to focus more closely on how students apply, rather than acquire their knowledge and skills. ‘Secondary Curriculum Transformed; Enabling All to Achieve’ (Wood & Haddon, Routledge 2021) 

Meena published ‘APL in FE and Bilingual Learners’(1995 Routledge); and more recently, published her research on International Accountability systems in Beyond Belief (John Catt January 2025). Articles include The curriculum review is wrong: Evolution is not enough 

 Ofsted and DfE must address the realities of ‘disadvantage’ ( SchoolsWeek)

The lively and insightful webinar discussion reflected the GEC’s mission to drive systemic change by bringing together diverse voices so we can tackle the most pressing challenges in education. The key takeaway? A call for a more skills-focused, inclusive, and adaptable approach to curriculum and assessment. This in turn confers agency of learning on children. 

AI and Education: Opportunity or Challenge?

GEC Circle expert, Al Kingsley (EdTech Advisor, Mentor, Author and Speaker) opened the discussion on AI integration in education, highlighting its potential in reducing teacher workload and enabling differentiated learning. However, he also emphasised the need for evidence-informed EdTech that prioritises teacher voice in development.

"The more co-production, the more we can get teacher voice into the conversation, the better." – Al Kingsley

Al's emphasis on the importance of involving teachers and incorporating their perspectives when developing and implementing new technologies and approaches in education is key. Participatory methodologies in education are crucial in powering the system from within and ensuring that technology is education led, rather than a bolt on or afterthought from the corporate sector.

Key Takeaways:

• AI can enhance personalised learning and language support.

• The DfE’s AI funding must align with national curriculum changes to be effective.

• AI should be an enabler of teacher agency and professional development.

Meanwhile, GEC Circle expert and Deputy Principal at Oasis Community Learning Trust, Kiran Satti, raised critical concerns about AI inclusivity, particularly for neurodivergent learners.

"My worry about AI and the curriculum is, how intersectional will this lens be? Will it encompass neurodivergent children as well? Because I do question the SATs. I do question the phonic screening checks, because the mental health and well-being of our children is becoming something that we can't avoid now." – Kiran Satti

Kiran's concern is for the inclusivity and intersectionality of AI tools used in the curriculum. She questions whether these tools will adequately address the needs of neurodivergent students and the broader mental health and wellbeing of children, beyond just academic performance measures like SATs. We know that assistive technology is life changing, rather than a nice to have when schools look to create universal design models for learning, or ‘dropping the curb” for all. However there needs to be an awareness and confidence in edtech and SEND teams that are child-centered when it comes to the tools students are offered. If we are not including, we are excluding by design. 

The IB Model: A Blueprint for Interdisciplinary knowledge skills and assessment?

Michael Norton (Head of Secondary at Collegiate International School) presented insights from the International Baccalaureate (IB) curriculum), which prioritises:

• Interdisciplinary learning to foster critical thinking, reasoning, problem solving and collaborative learning 

• Approaches to Learning (ATL) skills like communication, research, and self-management.

• The use of platforms like ManageBac for adaptive, student-centred  assessment and curriculum To be noted that this platform was borne out of a student’s project 

"What you can do within a maths lesson is students can attend that lesson, and the whole learning objective, the whole focus of the lesson, could be on communication based on their previous learning. So you understood this formula, you understood this operation, and now we're focusing on your communication skills." – Michael Norton

This dynamic quote demonstrates Michael's perspective on integrating skills development, like communication, across different subject areas, rather than teaching them in isolation. It shows his focus on a more holistic, interdisciplinary approach to learning.

This flexible approach contrasts with rigid silo based knowledge led English  curriculum, raising questions about how UK schools might adopt similar principles to prepare students for global challenges. In a time of AI and global citizenship, the time is now to scope out the best practice, look to new directions of teaching and learning and be truly innovative so we can look towards the next 80 years of education, rather than looking back on the blueprint written back in 1944. 

Inclusion and Personalised Pathways: A Global Perspective

Neelam Bhatti (Whole School Inclusion Lead and Headteacher in a British school) shared Dubai’s approach to inclusive education, emphasising community engagement, parental involvement, and student voice in curriculum development. Her discussion highlighted:

• Inclusion ethos; The renaming of SEND from negative to positive as people /students of determination in recognition of their achievement in different fields 

• The need for personalised pathways for students of determination and gifted learners.The challenge of adapting the British curriculum in an international context.

• Action research as a tool for continuous curriculum improvement.

"Until you have that freedom of thought and that inquiry-based understanding, I think that's where I'm a bit wary about this curriculum coming. Because I think, well, it's going to be resold again in a few years' time, probably. And it's that I think something like a curriculum shouldn't necessarily be politically led. It should be something where every stakeholder comes together, and we know that it's going to be something that continually evolves, so therefore there could never be an end point with it." – Neelam Bhatti

Neelam's emphasis on the need for curriculum development to be driven by inquiry and freedom of thought, rather than political agendas was refreshing - and bold. She stresses the importance of involving all stakeholders and ensuring the curriculum is continuously evolving to meet the needs of students.

Back in the UK, Harmeet Sahota (Executive Headteacher of Sikh Academies Trust and GEC Platform member) raised concerns about local authority support for alternative pathways, particularly for:

• School refusers.

• Students with SEND.

• Those requiring cross-curricular, skills-based education.

"I would like to see a centralised local authority provision to provide alternate pathways, if we had that full free reign. Student Voice has been mentioned today, having vocational social media courses which can be accredited... These are the sorts of things. And they don't have to be full-time courses. But what it does is that carrot for those students, giving them something that will then, you know, hopefully reintegrate them back into schools, along with your English and your maths and other areas, rather than forcing them into a timetable that's delivered 25 hours a week in subjects that they don't want." – Harmeet Sahota

Harmeet's vision for providing alternative, accredited pathways for students, such as vocational courses in areas like social media and vlogging, is one that brings education into modern society. He emphasises the importance of incorporating student voice and offering flexible, part-time options that can motivate and reintegrate students back into the mainstream curriculum.

Next Steps: Moving from Discussion to Action

In today’s diverse educational landscape, the integration of AI and assistive technology into curriculum design offers transformative potential for fostering inclusion and representation. As the speakers have illustrated, these tools (when used well) can help tailor learning experiences that cater to the unique needs of each student, providing personalised support while amplifying voices often overlooked in traditional educational structures. However, while technology can optimise learning, it is equally crucial to humanise the curriculum, ensuring it resonates with the lived experiences and the intersectional identities of our modern student bodies. By bridging equity and outcomes with a sense of belonging, we can cultivate a curriculum that not only enhances skills and personal development, but also nurtures an environment where every student feels seen, heard, and valued.

The GEC Research (2023-24) reveals a significant gap in curriculum representation, with 33.2% of students feeling invisible in the curriculum—equating to approximately 2.99 million students. This gap underscores the pressing need for curriculum reforms that reflect the diverse identities and experiences of students, ensuring content is more inclusive and representative. Through AI and assistive technologies, we can begin to address these gaps by creating adaptive learning environments that meet the needs of all students - that provide an equitable education offer. But to move from challenge to opportunity, we must engage students directly in the curriculum review process, ensuring their voices are not only heard but actively incorporated into the design of their education. 

The GEC’s research, which has surveyed over 25,000 students, teachers, and staff—including 12,000 students—demonstrates a commitment to involving students in shaping curriculum changes. This collaborative approach affirms that meaningful change comes from those who are directly impacted by it. Current data shows that only 12% of students feel fully included in their school environment, while 34% strongly disagree that their needs are supported—representing over 3 million students. These findings call for immediate action from policymakers, school leaders, and education stakeholders. It’s time to move beyond rhetoric and embrace data-driven, intentional reform that challenges traditional structures and empowers every learner to thrive. 

The curriculum is not just about what you are teaching, but how your students can access it. What it means to them. How it unlocks their potential. In other words, the curriculum is not just about what you are learning, but how.

True inclusion is not about treating everyone the same, but about recognising and responding to diverse needs, ensuring that every student has opportunities to belong.