Curriculum
Introduction
It is over 20 years since the Education Reform Act established a National Curriculum which all maintained schools were required to teach. Then the aim was that a subject based curriculum would be taught to all pupils up until the age of 16. The curriculum is divided into Key Stages ending at 7 (KS1), 11 (KS2), 14 (KS3) and 16 (KS4). There are core subjects of English, Maths and Science and foundation subjects. Citizenship is required to be taught at KS3 and KS4. Sex education must be provided in secondary schools. Religious education is a requirement for secondary schools.
The idea behind the National Curriculum is that it should provide a framework for all maintained schools to ensure that teaching and learning is balanced and consistent. It sets out the subjects taught; the knowledge, skills and understanding required in each subject; the standards and attainment targets in each subject and how progress is understood and reported.
The National Curriculum is designed to provide spiritual, moral, social, cultural, physical and mental development and provide equality of opportunity, democracy, productive economy and sustainable development. The intention is that it should respond to the changes in society, the economy and the nature of schooling.
An overview of the education and training system in England, which includes the four National Curriculum Key Stages and displays the mixture of 'general' and 'vocational' qualifications that make up the National Qualifications Framework, can be found in the Trends section of the DCSF website at:
www.dcsf.gov.uk/trends/index.cfm?fuseaction=home.showIndicator&cid=1&iid=1
Public bodies
There have been recent changes to public bodies connected with curriculum and assessment. Legislation involving these changes will become law with the Apprenticeships, Skills, Children and Learning Bill which went though Parliament in November 2009.
The Qualifications and Curriculum Development Authority (QCDA) is sponsored by the Department for Children, Schools and Families. QCA maintains and develops the National Curriculum and associated assessments, tests and examinations.
Part of the QCDA is a test and exams website.
In April 2008 the then QCA's regulatory functions were transferred to the Office of Qualifications and Examinations Regulator (Ofqual). Ofqual is the regulator of qualifications, exams and tests in England and accredits and monitors qualifications in colleges and at work.
(see also Standards and Assessment commentary)
Key Stage 1 and 2
The early years foundation stage curriculum is a statutory stage of the National Curriculum. It extends to age 5. It includes early learning goals and stepping stones.
(For further information see the Early Years commentary.)
Subject areas covered in KS1 (Year 1 and 2 in primary) and KS2 (Years 3-6) can be found on the QCDA website.
curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/index.aspx
Later Years: Key Stage 3 and 4
A new curriculum came into force in 2008.
curriculum.qcda.gov.uk/key-stages-3-and-4/index.aspx
The Curriculum should enable all young people to become:
- Successful learners
- Confident Individuals
- Responsible Citizens
The Curriculum at KS 3/4 is intended to provide learners with essential knowledge and skills of subject disciplines and allow them to develop specialisms in subjects; it should prepare for employment or higher education; it should allow learners to engage with local, national and international communities and encourage learners to take responsibility for their own health and safety and to appreciate benefits and risks.
GCSE Option Choices
In the years following the Education Reform Act choices emerged with the effect that there is a common curriculum only to 14. Dropping the requirement to learn a modern foreign language and history and geography has had an effect on choices for GCSE as this parliamentary answer illustrates.
OFSTED regularly undertakes studies of particular aspects of the curriculum, for example in July 2008 an extensive report on language learning found improvements in standards but a rapid decline in numbers taking French and German at GCSE.
The changing landscape of languages
In January 2008 Ofsted reported that:
Geography is not doing enough to help children develop a picture of climate change, learn to lead sustainable lives and find their feet as global citizens of the 21st century. Yet at a time when geographical issues such as floods, rising sea levels, conflict resolution, famines and trade disputes constantly make the headlines, there is evidence that the provision of geography teaching in schools is declining.
Geography in schools: changing practice
An earlier report found that community languages such as Urdu need more support.
MPs often ask questions about sport in schools. For example, an answer showed that 86% of pupils do two hours of sport per week.
Diplomas
The introduction of many different qualifications in addition to GCSE has also meant changes. The most recent example is the Diplomas planned for choice at KS4. Diplomas are planned to change the educational experience of many young people. They were introduced in September 2008. The Diploma is a new qualification for 14-19 year olds that is intended to offer a more practical, hands-on experience combined with classroom learning. The aim is to increase the choices available for young people to encourage them to stay in education for longer. The Diploma is flexible so students can combine it with GCSEs and A-Levels. There are still compulsory subjects, eg Maths.
Diplomas are available in:
- Business, Administration and Finance
- Construction and the Built Environment
- Creative and Media
- Engineering
- Environmental and Land-based Studies
- Hair and Beauty Studies
- Hospitality
- Information Technology
- Manufacturing and Product Design
- Public Services
- Retail Business
- Society, Health and Development
- Sport and Active Leisure
- Travel and Tourism
There have been many concerns about the uptake of diplomas, their introduction and the question as to whether they will be accepted as qualifications by universities. MPs have asked questions about their introduction eg
An evaluation of the early stages of the introduction of the Diplomas was published by the DCSF as a research review.
National Evaluation of Diplomas (PDF file).
Current Issues
During 2009 two major reports on primary education and on education 14-19 were published.
The Nuffield report on education 14-19
The Primary Review (Alexander Report )
It is too early to assess the impact of their recommendations
For Further Information
DirectGov: Schools, learning and development
Department for Children, Schools and Families
see also Standards and Assessment commentary
November 2009