[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-627176-105":59,"doc-detail-627176-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-voice-workload-and-curriculum","Teachers' voice - Workload and curriculum","","Oak’s report presents what teachers told the organization about two focus areas: workload and curriculum. It describes a user-centred listening approach, drawing on surveys with thousands of teachers and extensive conversations with 200+ educators, using evaluative, quantitative/qualitative, and attitudinal/behavioural methods. The document summarizes the national picture, examines Oak’s role during and beyond the pandemic, and outlines how Oak can better support workload reduction and curriculum expertise.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-voice-workload-and-curriculum/627176/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-voice-workload-and-curriculum/627176.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-21",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the two new areas of focus described in the report?","Question",{"text":112,"@type":113},"The report focuses on teacher workload reduction and curriculum expertise, based on feedback from teachers and relevant sector organizations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Oak gather evidence about teachers’ needs?",{"text":117,"@type":113},"Oak uses regular user-centred research cycles, including surveys, interviews, focus groups, and observational insight into how teachers use Oak online and in the classroom.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report say about teacher workload progress?",{"text":121,"@type":113},"Although there has been some improvement compared with earlier years, the report indicates there is still room for further improvement and cites recent findings that show many teachers working longer hours.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},627176,1792662215,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teachers' voice  \nWorkload and  \ncurriculum What have teachers told us?  \nOctober 2022  \nContents  \nIntroduction 3  \nOur approach to understanding the needs of teachers 4  \nThe big picture on workload and curriculum 5  \n\\#1 – Teacher workload still has not improved 5  \n\\#2 – Developing a curriculum is not an easy task 10 How has Oak helped with workload and curriculum to date? 12  \n\\#1 – Teachers relied on Oak beyond the pandemic 12  \n\\#2 – Teachers still need a backstop to manage workload from emergencies 13  \n\\#3 – Oak had a positive impact on workload for many teachers 15  \n\\#4 – Oak enabled teachers to improve their curricula 16 How can Oak better support teachers with workload and curriculum? 19  \n\\#1 – Solid foundations to build on 19  \n\\#2 – Teachers want more from Oak to support workload and curriculum 21  \n\\#3 – Enabling adaptation needs to stay at the forefront 22 Finally, not all teachers are equal 24  \nIntroduction  \nIn September 2022 Oak became an independent public body and our remit evolved. As well as being there as a backstop during challenging times, we’ve been tasked with supporting teacher workload reduction and curriculum expertise.  \nAs we begin this new chapter we’re doing a lot of listening. We’re asking for feedback from important sector organisations like the Education Endowment Foundation and trade unions; the commercial market and their sector representatives; and from the schools, school trusts, subject associations and other organisations that are looking to become our future curriculum partners.  \nWe’re also listening to teachers. We want their voice to be heard clearly in this discussion too, because ultimately we’re here to support them.  \nThis document sets out what we’ve heard in these two new areas of focus: workload and curriculum.  \nIn line with our research approach, this report relies on various sources of insights, all of which are referenced in the footnotes for further information (eg. methodology, timeframe, sample size, links to the sources where feasible).  \nThrough it we have sought to:  \n• share a summary of how these issues are being felt nationally, drawing on teacher surveys;  \n• examine any role we have played to date in supporting them;  \n• understand what more support teachers want on these issues nationally, and specifically from us.  \nThis is by no means the final picture. Our work to understand and support teachers will constantly evolve. Now we’re a public body, we plan to increase the breadth and depth of our research and evaluation work. We’ll share our findings as we go, but hope this is a helpful first contribution to understanding what teachers want from us.  \n3  \nOur approach to understanding the needs of teachers  \nFrom day one we’ve put listening to teachers at the heart of our work. We want teachers’ needs to be at the forefront of our decision-making, so we’re always thinking about how we can better help and support them.  \nWe can only do that by building a ‘user-centred’ organisation. We therefore conduct regular research cycles. To date we’ve heard from thousands of teachers through our surveys, as well as spending hundreds of hours in conversation with more than 200 teachers to gain in-depth insights into their everyday lives, the pressures they face, and their wants and needs. We seek to understand how these needs evolve over time and how we can improve Oak National Academy (Oak) to meet them.  \nOur research approach depends on how we can best answer these questions and is therefore varied:  \n• Evaluative or exploratory: we regularly pause and look back on what works and what could be improved with our existing provision, and at the same time explore unmet needs and audiences.  \n• Quantitative or qualitative: we conduct surveys to reach a representative sample reflecting the teacher population, and complement these findings with interviewsand focus groups to understand the ‘why’ behind these figures.  \n• Attitudinal or behavioural: we ask teachers for thei","cbCaiicuI3ZlzTJr","https://ap.wps.com/l/cbCaiicuI3ZlzTJr","pdf",2015523,25,"English","# Introduction\n# Our approach to understanding the needs of teachers\n# The big picture on workload and curriculum\n## #1 – Teacher workload still has not improved\n## #2 – Developing a curriculum is not an easy task\n# How has Oak helped with workload and curriculum to date?\n## #1 – Teachers relied on Oak beyond the pandemic\n## #2 – Teachers still need a backstop to manage workload from emergencies\n## #3 – Oak had a positive impact on workload for many teachers\n## #4 – Oak enabled teachers to improve their curricula\n# How can Oak better support teachers with workload and curriculum?\n## #1 – Solid foundations to build on\n## #2 – Teachers want more from Oak to support workload and curriculum\n## #3 – Enabling adaptation needs to stay at the forefront\n# Finally, not all teachers are equal","[{\"question\":\"What are the two new areas of focus described in the report?\",\"answer\":\"The report focuses on teacher workload reduction and curriculum expertise, based on feedback from teachers and relevant sector organizations.\"},{\"question\":\"How does Oak gather evidence about teachers’ needs?\",\"answer\":\"Oak uses regular user-centred research cycles, including surveys, interviews, focus groups, and observational insight into how teachers use Oak online and in the classroom.\"},{\"question\":\"What does the report say about teacher workload progress?\",\"answer\":\"Although there has been some improvement compared with earlier years, the report indicates there is still room for further improvement and cites recent findings that show many teachers working longer hours.\"}]","Teachers' voice - Workload and curriculum | PDF",1792548906,63]