2009 Primary curriculum review
The primary curriculum is under review in 2008/2009. Final recommendations from the Independent Review of the Primary Curriculum (the Rose Review) were published in April 2009 and have been the subject of consultation. For further information on progress with the consultation, visit the website of the Qualifications and Curriculum Development Agency (QCDA).
(The final report of the Rose Review, which makes extensive reference to the INCA website, is available online. Further information is also available from the Independent Review of the Primary Curriculum website.)
The National Curriculum in England was originally established under the 1988 Education Reform Act. This represented a turning point in the history of education in England; for the first time, a clear legal framework for raising standards in education had been set. 13, 5
In principle, the National Curriculum applies to all students aged 5-16 in maintained schools. However, the Secretary of State can make regulations concerning the non-application or modified application of the National Curriculum for certain students, in certain schools, under certain circumstances. He/she may, for example, permit either disapplication in full or modification of the statutory National Curriculum for individual students with statements of special educational needs. Regulations are also in place to permit headteachers of maintained schools to direct that, for a specified temporary period, the National Curriculum shall not apply or shall apply with modifications for certain students. In addition, with the Secretary of State's permission, the National Curriculum can be modified or disapplied for some groups of students or for the whole school community, to permit curriculum development and experimentation. 95
All state-maintained schools are, however, required to provide all students with a curriculum that:
Responsibility for the curriculum is shared between the headteacher, the teachers, the school governing body, the local authority and the Secretary of State.48
Responsibilities of the Qualifications and Curriculum Development Agency
Under the Education Act 1997 (section 21-26),3 the Qualifications and Curriculum Authority (QCA) was established on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). Its function has been to develop and regulate the national curriculum, assessments in schools, and qualifications and its remit includes all levels of education except higher education. The Government has now set up Ofqual (the Office of the Qualifications and Examinations Regulator) as an independent examinations and qualifications regulator and Ofqual has taken on most of QCA's regulatory functions. The Government is also introducing legislation which is expected to transform QCA into the Qualifications and Curriculum Development Agency (QCDA). QCDA will continue to develop QCA's non-regulatory work. This includes:
For further information on QCDA see: http://www.qcda.gov.uk/aboutus.aspx
The forthcoming legislation is also expected to establish Ofqual as the independent exams regulator. Further information on Ofqual's role is available from its website: http://www.ofqual.gov.uk/46.aspx
Curriculum review: 2000
QCA/QCDA also has responsibility for keeping under review all aspects of the statutory and non-statutory curriculum, including National Curriculum programmes of study, attainment targets and associated assessment arrangements. A thorough review of the National Curriculum was completed in 2000. This involved widespread informal and formal consultation with teachers, subject specialists, education professionals, employer representatives and representatives of other interested bodies.160 The work of the review covered four broad areas:
Following this curriculum review, a revised National Curriculum was introduced to schools in August 2000. Full details are available via the National Curriculum website at http://curriculum.qca.org.uk/.
Duty of school governing bodies
The school governing body must ensure that the school provides the National Curriculum and carries out other curriculum duties. The school governing body must also produce an annual prospectus/school profile which explains the content of the curriculum, how it is organised in relation to different year groups and key stages and how it is taught. 48, 49, 51
Duty of headteacher
The headteacher is responsible for day-to-day decisions about the curriculum of the school in line with the governors' statement on the curriculum. 48, 49, 51
Control of the curriculum for religious education
Every local authority (LA) should have a Standing Advisory Council for Religious Education (SACRE) to advise the LA on matters related to religious education. SACREs have the power to require the LA to set up an agreed syllabus conference. Religious education in LA-maintained schools (except voluntary-aided schools and special agreement schools, which were originally established by a voluntary body, usually a religious denomination) must follow the agreed syllabus for the LA, produced by the agreed syllabus conference.204
The basic curriculum in primary education in England consists of the National Curriculum and religious education.5 At the request of a parent, any child in a maintained school (publicly-funded school) must, however, be excused from receiving religious education.206
The National Curriculum does not, however, constitute the whole curriculum for schools; it is an important element of the school curriculum. The school curriculum comprises all the learning and other experiences that each school plans for its students and schools have discretion to develop the whole curriculum to reflect their particular needs and circumstances. 204, 34
The National Curriculum at key stage 1 (age 5 to 7) and key stage 2 (age 7 to 11) comprises the following compulsory subjects:
Citizenship and personal, social and health education
Since August 2000, all publicly-funded primary schools in England have been provided with a joint framework for a broad programme of citizenship and personal, social and health education. This framework sets out what children might be expected to know and be able to do, but leaves details of content and delivery to schools. The aim is for 7-year-olds to know the difference between right and wrong; consider simple social and moral dilemmas; learn to share and cooperate; be able to recognise their likes, dislikes and justify their opinions; name and manage their feelings; and understand that bullying is wrong. By 11 years of age, children should study current affairs, basic law and democracy, discuss topical issues, as well as understand puberty and the consequences of racism and bullying.34 This framework is non-statutory. 257
Guidance has been produced to support teachers in delivering personal, social and health education. The guidance is designed to help schools to deliver the non-statutory framework. It sets out statements of what students are expected to achieve at the end of each key stage. There are also examples of teaching and learning activities on aspects of the framework to help teachers to plan and deliver lessons. 372 The guidance is available online: http://www.qca.org.uk/pshe. A (non-statutory) scheme of work for citizenship education in key stages 1 and 2 is also available.
Physical education and swimming
Within the statutory curriculum for primary level physical education (PE), the National Curriculum sets four targets for swimming, which children are expected to reach by the end of key stage 2 (children aged 7 to 11). Children should be taught to:
The above are statutory guidelines. 34
In addition, the 2000 National Curriculum introduced some non-statutory guidelines for swimming at key stage 1 (pupils aged 5 to 7 years). 34
Religious education
All maintained schools - except nursery schools and nursery classes in primary schools - are required to provide religious education and a daily act of collective worship. Parents have the right to withdraw their children from these activities. 245
All local authorities (LAs) are required to adopt a locally agreed syllabus for religious education.5 Denominational schools (schools run by a particular religious denomination) are exempt from this agreed syllabus framework. QCA/QCDA, in cooperation with representatives of the different religious communities in England, has developed two model syllabuses for the teaching of religious education. These are non-statutory, general guidelines which can be wholly adopted, or drawn upon, by LAs, in developing their own locally agreed syllabuses. LAs must review their religious education syllabuses every five years. In addition, and with a view to building on the model syllabuses (which date from 1994), and providing additional guidance on the effective teaching and assessment of religious education, in October 2004, the (then) QCA and the, then, Department for Education and Skills (DfES) (now DCSF) published the first non-statutory national framework for religious education (RE). The framework endorses the entitlement to RE for all students, irrespective of their social or cultural background. It sets out the national expectations for teaching and learning in RE and aims to ensure that all children benefit from a consistently high quality of RE teaching.284
In 2000, the (then) QCA also published non-statutory schemes of work for religious education in primary and secondary schools. The schemes of work are designed to provide support materials for teachers, by demonstrating ways in which a locally agreed syllabus for religious education can be interpreted for the classroom. 246
All local religious education syllabuses must 'reflect the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in Great Britain'. The majority of acts of collective worship are required to be 'wholly or mainly of a broadly Christian character'. All local authorities (LAs) are also required to establish a Standing Advisory Council for Religious Education (SACRE). The SACRE may require the LA to review its locally agreed syllabus for religious education and has a role in supporting the effective provision of religious education and collective worship in schools. Each SACRE must comprise representatives from several groups including local religious groups, teachers' associations and school governing bodies. Headteachers may apply for the requirement for broadly Christian worship to be lifted for some or all students, if this requirement appears to be inappropriate for the whole school or for a particular category of students. Applications should be made to the local SACRE. At the request of parents, religious education and worship may be provided according to a particular faith or denomination, provided that denominational worship does not replace statutory non-denominational collective worship and the school does not incur additional cost.38 Further information is available online.
The National Curriculum in Years 1 and 2, key stage 1, 5 to 7 years
Summary table of subjects
| National Curriculum subject | Areas covered |
| English | speaking and listening; reading; writing; |
| Mathematics | number; shape, space and measures; using and applying mathematics; |
| Science | scientific enquiry; life processes and living things; materials and their properties; physical processes; |
| Design and technology | designing; making |
| Information and communication technology | using, exploring and discussing experiences of ICT; communicating and handling information; controlling and modelling; |
| History | chronology; range and depth of historical understanding; interpretation of history; historical enquiry; organisation and communication; |
| Geography | geographical skills; places; thematic study |
| Art and design | investigating and making; knowledge and understanding |
| Music | performing and composing; listening and appraising |
| Physical education | games; gymnastic activities; dance; optional swimming |
| Additional statutory area | |
| Religious education |
The National Curriculum in Years 3 -6, key stage 2, 7+ to 11 years
Summary table of subjects
| National Curriculum subject | Areas covered |
| English | speaking and listening; reading; writing; |
| Mathematics | number and algebra; shape, space and measures; handling data; using and applying mathematics |
| Science | scientific enquiry; life processes and living things; materials and their properties; physical processes; |
| Design and technology | designing; making |
| Information and communication technology | using, exploring and discussing experiences of ICT; communicating and handling information; controlling, monitoring and modelling; |
| History | chronology; range and depth of historical knowledge and understanding; interpretation of history; historical enquiry; organisation and communication; |
| Geography | geographical skills; places; thematic study |
| Art and design | investigating and making; knowledge and understanding |
| Music | performing and composing; listening and appraising |
| Physical education | games; gymnastic activities; dance; athletic activities; outdoor and adventurous activities; swimming |
| Additional statutory area | |
| Religious education |
Legislation prohibits the central prescription of the amount of time to be devoted to each subject.5 There is also no fixed number of lessons per week. The National Curriculum (2000) documentation makes clear that the National Curriculum should be used as a framework by schools. Consequently, it is a matter for schools to decide how much time the National Curriculum should take. It is not, for example, necessary for all students to study all National Curriculum subjects each week, term or year and a school may decide to concentrate on particular subjects during particular terms or years. 246
There are, however, recommended minimum weekly lesson times for this phase of education. These are 21 hours for students aged 5 to 7 years (key stage 1), and 23.5 hours for students aged 7+ to 11 years (key stage 2). 120, 41, 31
In addition, the National Curriculum recommends that, in all key stages, schools should devote two hours a week to physical activity, including the National Curriculum for physical education and extra-curricular activities. In December 2004, the Government declared that all students in schools in England should be doing a minimum of two hours' PE and sport at school by 2010, and that facilities and staffing will be put in place to give young people the chance to take part in a further two to three hours of sport outside school hours. 294 35
It should be noted that, at primary level in particular, teaching does not necessarily have to be organised and delivered within subject boundaries; teachers often organise their work in an integrated way, using thematic work as a way to teach several subjects at once.38
Although the amount of time to be allocated to each curriculum subject is not officially prescribed, moves to ensure that literacy and numeracy were given priority in primary schools in England were introduced via the National Literacy Strategy (NLS) and the National Numeracy Strategy (NNS). Since September 1998, primary schools have been encouraged to dedicate one hour every day to the teaching of reading and writing, for which a detailed teaching framework and training materials were provided by the Government. In mathematics, since September 1999, the Government has encouraged primary schools in England to ensure that all students receive daily mathematics lessons of up to one hour, and has provided a detailed national framework which placed a strong focus on mental arithmetic, including students learning their times tables, and on whole class teaching in which every student is fully engaged. These frameworks were not statutory, but the large majority of primary schools followed their recommendations. 37,52
In 2003, the National Literacy Strategy and the National Numeracy Strategy were brought together into a single strategy - the Primary National Strategy for improving teaching and learning in primary schools in England. A renewed Primary Framework for Literacy and Mathematics was launched in 2006. This aimed to further improve numeracy and literacy standards in primary schools by:
Homework
The Government has published recommended guidelines for the amount of time each week which students in primary phase education in England should be spending on homework. This documentation recommends that children in key stage 1 (aged 5 to 7 years) should receive an hour a week of homework; those in Years 3 and 4 of primary education (aged 7-8 and 8-9 respectively) 90 minutes per week; and students in the final two years of primary level education (aged 9-11) should receive 30 minutes' homework each day.70
It should be noted that the National Curriculum does not constitute the whole curriculum for schools, but is an important element of the school curriculum. The school curriculum comprises all the learning and other experiences that each school plans for its students and schools have discretion to develop the whole curriculum to reflect their particular needs and circumstances. 204, 34
Schools may, for example, also cover cross-curricular themes such as economic awareness, environmental education, political and international understanding (education for citizenship), including an awareness of European identity and European historical, cultural, economic and social aspects. QCA/QCDA continues to foster discussion about wider curriculum issues, producing written guidance where particular needs have been identified.191
Local authorities (LAs), school governing bodies and the headteachers of all maintained schools (publicly-funded schools) are, however, required to guard against the political indoctrination of students, by ensuring that the promotion of partisan political views in the teaching of any subject in any school - regardless of the age of the students - does not take place. Additionally political issues, if discussed in class, must be presented in a balanced way.38
Sex education is not compulsory during this phase of education. The school governing bodies of all publicly-funded primary schools must decide whether and at what stage sex education should be introduced in the curriculum. They must keep an up-to-date written statement of the policy they choose to adopt. If they decide sex education should be provided, they must publish in their school prospectus/profile a summary of the content and organisation of the programme. They must also inform parents about the procedures for withdrawing their child(ren) from these lessons should the parents wish to do so. However, parents do not have a right to withdraw their child(ren) from lessons dealing with the biological aspects of human development and reproduction which form part of the National Curriculum for science.38
Modern foreign languages in primary education
Although learning a modern foreign language in England does not currently become compulsory until the beginning of key stage 3 (students aged 11+), the Government encourages the optional learning of a foreign language prior to this stage.
In December 2002, the, then, Department for Education and Skills (DfES) (now DCSF) published the National Languages Strategy for England, the centrepiece of which is the principle of providing an entitlement to primary level language learning. This will mean that all children in key stage 2 (aged 7 to 11 years) should, by 2010, be offered the opportunity to study at least one foreign language. Pilot projects in primary schools in some local authorities in England began in September 2003. These are intended to result in the development of strategies for the successful introduction of language learning for 7- to 11-year-olds; for the sharing of good practice and the sharing of resources, such as experienced staff and specialist equipment; and for the fostering of professional development and of local, regional, national and international partnerships. The National Languages Strategy can be accessed at http://www.dfes.gov.uk/languages/.
In October 2005, following the success of the pilot projects detailed above, the, then, DfES (now DCSF) published the Key Stage 2 Framework for Languages. The Framework provides learning objectives and teaching activities throughout the four years of key stage 2 in primary schools, and focuses on key skills such as speaking, reading and writing. Additional funding is being provided for schools and local authorities to support the programme - by the provision of resources, for example, and to support the training of teachers. The Key Stage 2 Framework for Languages is available online. 339
The 2009 review of the primary curriculum (see above) now proposes the introduction of languages as a statutory component of the curriculum at key stage 2.
General - National Curriculum
The National Curriculum is defined in terms of:
Key skills in England are identified as the skills needed to succeed in work, education and everyday life,141 and these key skills are embedded in the National Curriculum.
There are six key skills: communication, application of number, information technology, working with others, improving own learning and performance, and problem solving.141
Communication
The key skill of communication includes skills in speaking, listening, reading and writing. Skills in speaking and listening include the ability to speak effectively for different audiences; to listen, understand and respond appropriately to others; and to participate effectively in group discussion. Skills in reading and writing include the ability to read fluently a range of literary and non-fiction texts and to reflect critically on what is read; and the ability to write fluently for a range of purposes and audiences, including critical analysis of their own and others' writing. Opportunities for developing this key skill are provided through the subject of English in particular, but are also provided through children's use of language across the curriculum.34
Application of number
The key skill of application of number includes developing a range of mental calculation skills and the ability to apply them within a variety of contexts. Skills include developing the understanding and use of mathematical language related to numbers and calculations in order to process data, solve increasingly complex problems and explain the reasoning used. Students need to be able to apply calculation skills and the understanding of number to problems in other National Curriculum subjects and to real-life situations. Opportunities for developing this key skill are, of course, provided explicitly in mathematics.34
Information technology
The key skill of information technology includes the ability to use a range of information sources and ICT tools to find, analyse, interpret, evaluate and present information for a range of purposes. Skills include the ability to make critical and informed judgements about when and how to use ICT for maximum benefit in accessing information, in solving problems or for expressive work. The ability to use ICT information sources includes enquiry and decision-making skills, as well as information-processing and creative thinking skills and the ability to review, modify and evaluate work with ICT. Opportunities for developing this key skill are provided explicitly through the subject of ICT and through students' use of ICT across the curriculum.34
Working with others
The key skill of working with others includes the ability to contribute to small-group and whole-class discussion, and to work with others to meet a challenge. If children are to work with others they must develop social skills and a growing awareness and understanding of others' needs. All subjects should provide opportunities for children to cooperate and work effectively with others in formal and informal settings, to appreciate the experience of others and consider different perspectives, and to benefit from what others think, say and do.34
Improving own learning and performance
The key skill of improving own learning and performance involves children reflecting on and critically evaluating their work and what they have learnt, and identifying ways to improve their learning and performance. They need to be able to identify the purposes of learning, to reflect on the processes of learning, to assess progress in learning, to identify obstacles or problems in learning and to plan ways to improve learning. All subjects should provide opportunities for students to review their work and discuss ways to improve their learning.34
Problem solving
The key skill of problem solving involves students developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems. All subjects should provide students with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.34
Thinking skills
'Thinking skills', which complement the above six key skills, are also embedded in the revised National Curriculum introduced in August 2000. It is intended that these should enable children to focus on 'knowing how' as well as 'knowing what', that is to say enabling them to learn how to learn. The thinking skills are:
Information processing skills: to enable children to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships.
Reasoning skills: to enable children to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons or evidence.
Enquiry skills: these should enable children to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas.
Creative thinking skills: to enable children to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes.
Evaluation skills: to enable children to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas, and to have confidence in their judgements.34
Textbooks
Textbooks are not approved by the State and there are no prescribed texts at primary level. Textbooks are produced by commercial publishers and teachers are responsible for determining teaching methods and materials.41 Teaching methods and learning materials are therefore usually decided by the class teacher, in consultation with the headteacher and subject coordinators (classroom teachers, who, in addition, have responsibility for a particular subject area and who give help and guidance to their colleagues within the school).38
Although compulsory booklists do not exist, in accordance with the requirements of the National Curriculum programmes of study for English, students in key stages 1 and 2 study a range of specified types of texts, including literature texts - traditional and modern fiction, stories from different cultures, plays, poems etc. - and non-fiction and non-literary texts. QCA/QCDA provides advisory lists of recommended authors for teachers. 36,34
Maintained schools provide textbooks for primary students and may not charge for books or stationery.36
National Curriculum - online resources
There is an official National Curriculum website at http://curriculum.qca.org.uk/ This provides online access to the National Curriculum programmes of study at all key stages and for all subjects, and provides links to relevant teaching resources.
The primary languages website - a website dedicated to language teaching and learning - is available at: http://www.primarylanguages.org.uk/home.aspx. In October 2005, the Key Stage 2 Framework for Languages was also published. This provides learning objectives and teaching activities throughout the four years of key stage 2 in primary schools and focuses on key skills such as speaking, reading and writing. Additional funding is being provided for schools and local authorities to support the programme, provide resources and for the training of teachers. The Key Stage 2 Framework for Languages is available online. 339
Other materials
All schools have computers available for use by students. Teachers may also use audio-visual equipment such as television, videos, slides, radio and audio recordings. The British Educational Communications and Technology Agency (BECTA) is the focus for expertise in the use of technology in learning.39 Further information is available from the BECTA website: http://www.becta.org.uk/
Teachers' TV
Teachers’ TV, a new digital television channel, was launched in 2005. It is editorially independent and airs programmes on teacher training and development, resources for the classroom and education news. 393