From the DCSF
Primary Curriculum
Frequently Asked Questions
General:
Why does the curriculum keep changing?
The primary curriculum was last changed a decade ago. We owe it to our children to offer them a curriculum that acknowledges our changing world. There have been huge steps forward in the past ten years in science, technology and in society. The new curriculum reflects current best practice - many schools are already designing and planning their curriculum using these design principles and many will already be tailoring their curriculum to suit their local circumstances and the needs of children in their care. Thinking afresh about your school's curriculum and ensuring it is supporting your school improvement priorities and the Every Child Matters outcomes should be part of every school's regular planning, review and self evaluation processes.
How often will you review the curriculum?
Sir Jim’s report recommended that there should be a proactive strategy to curriculum reviews so that the curriculum is kept up to date and also to provide periods of stability for schools. Ministers accepted this recommendation and will decide when the curriculum should be reviewed next. We believe the curriculum should be dynamic and evolve to meet the changing needs of our children in a rapidly changing world.
What happens if there's a change of government? Will this be launched?
The underlying principles of curriculum design are enduring, and reflect best practice in England and internationally. And planning, reviewing and self evaluating your whole curriculum offer should be a regular and routine aspect of your school’s continuous improvement practices whatever happens at government level. An aims-led curriculum that organises learning into areas received strong support in the public consultation. And it is difficult to imagine any incoming government not wanting every child to succeed, acquire the skills they need for learning and life and receive the very best education that their school is able to offer.
When will the new primary curriculum be introduced?
The new primary curriculum will become statutory from September 2011.
Will the new primary curriculum be phased in or will it be introduced all at once?
It will be introduced for all year groups from September 2011. The exception is the new languages element which will be phased in over four years starting from Year 3 to allow for additional time increase languages capacity and skills in the primary school workforce. To do this we will continue to fund initial teacher training routes for new primary teachers with a languages specialism and continue to provide professional development opportunities for existing teachers to develop their languages teaching skills.
What is the process for introducing the new primary curriculum?
It’s going to be a team effort! Support and guidance will be available from the end of January 2010 starting with QCDA’s national curriculum website [http://curriculum.qcda.gove.uk/][add link when available], curriculum handbooks and design guidance. This will give schools 5 terms to prepare and plan for introducing the new curriculum. QCDA is appointing a team of curriculum advisers to offer support to local authorities to help with local planning and accessing assistance. The National College will support school leaders in managing change through local networks, regional conferences and on-line communities. An additional school closure training day has been agreed for the 2010 academic year and the National Strategies are producing resources which schools and local authorities can choose to use to structure these days. This can either be done in clusters or individually, and with or without facilitation. Becta will also be offering support for all aspects of the implementation with regard to the effective use of technology. Other existing curriculum support providers, such as the network of science learning centres will be adapting their provision to have a stronger focus on primary schools and the opportunities presented by the new curriculum. Within all of this, schools are free to pick and mix the support that best meets their needs.
How does this fit with the new Ofsted inspection framework. What do Ofsted think? Does this mean there will be a new framework in 2011?
A new primary curriculum would not require a new inspection framework. Ofsted inspectors keep up-to-date with changes to the curriculum and make their judgements on outcomes. The new framework, introduced in September 2009, places the emphasis on how well the curriculum is tailored to meet individuals' needs. This inspection framework would be appropriate if changes were made to the primary curriculum just as it is proving appropriate for the new Key Stage 3 curriculum.
Why are you ignoring the Alexander Report?
There are many similarities between wide-ranging the Cambridge Review of primary education and Jim Rose’s more focused review of the primary curriculum, for instance an emphasis on play based learning in the early years of primary, the importance of knowledge alongside skills, the power of assessment, the aims of the curriculum being the starting point of any curriculum and the move to broader areas of learning. But the Cambridge Review did not extend to developing the actual content of a new curriculum. Sir Jim’s proposals are fuller, and we think simpler to understand than the Cambridge Review’s. They also received an overwhelmingly positive endorsement from teachers and parents in the recent public consultation.
How will this improve transition between Early Years and Key Stage 1 and between Key Stage 2 and Key Stage 3?
The broader areas of learning map more easily from the EYFS areas than the current Key Stage 1 subjects. By de-cluttering of the early stage of primary we are promoting the extension of play based learning from the early years. We will be providing guidance and best practice case studies around transition from Key Stage 2 to Key Stage 3 building on what we know works well and helping schools to plan which languages they offer, for instance. The introduction of progress tests and 1-2-1 tuition in secondary school will further aid transition.
How will progress be shown? What additional evidence will schools have to produce?
There are no plans to add additional burdens on schools to provide additional evidence or data. QCDA are currently considering the success measures that will be monitored at a national level to gauge how successfully the new curriculum is being introduced. We will be considering whether these would help schools in their self evaluation and improvement practices and if so, will disseminate school level guidance before the primary curriculum is introduced. Such indicators would be likely to include standards in literacy and numeracy and aspects of pupils’ wider well being and development.
Won’t schools and parents find this confusing?
The proposals have been developed through widespread consultation with primary head teachers and schools. Teachers and schools are extremely supportive of a primary curriculum organised around six broad areas of learning.
What parents want most for their children at primary school is for them to gain good literacy and numeracy skills, to respect others and learn how to stay healthy and safe. We have produced a parents’ guide to the curriculum to help them understand more about the curriculum and the changes proposed in Jim Rose’s review. We plan to make more information available to parents via their schools nearer September 2011.
Isn’t this is a massive dumbing down of our education system. Won’t this will lead to a generation of students who can’t relate to or engage with true academic work?
Not at all. The new curriculum is all about raising standards. Making the curriculum more manageable and giving schools more flexibility to focus on what is important such as literacy, numeracy and ICT and providing more opportunities to use and apply these skills across the curriculum will raise standards.
Shouldn’t we be even less prescriptive and allow schools and teachers to decide on what they teach children?
Having a National Curriculum is vital as it secures for all pupils, irrespective of background and ability and no matter where they live, an entitlement to a number of areas of learning. It lies at the heart of our policies to raise standards. But within that framework, the new curriculum gives school leaders and teachers much more flexibility to plan a curriculum and select content that meets the needs of their pupils.
Schools will continue to focus on the Key Stage 2 tests and as a result, they will ignore these curriculum changes.
Jim Rose found great enthusiasm among schools for a review of the primary curriculum. The vast majority of schools will want to take advantage of the reduction in prescription and increased flexibility it provides them to shape their curriculum to better meet the needs of pupils’.
By explicitly embedding opportunities to develop literacy and numeracy skills throughout the curriculum, schools will have more scope to develop these crucial skills through a broad and balanced curriculum. For example, report writing in history or science, using numeracy in PE and geography.
Was the Rose review really independent?
Jim Rose is on record as saying that he has not felt constrained in any way in conducting his review. The recommendations in his report are his own based on substantial evidence from a wide range of research and direct stakeholder engagement over the 15 months of the review.
Is there a specific demographic that this will affect disproportionately?
The new curriculum will ensure that all children get the best start in life and receive the learning they need to reach their full potential.
Won’t this will create a further divide with the independent sector who will stick to teaching subjects in a traditional way?
The Independent Schools Council has said that the recommendations reflect current thinking and practice in their schools and that much of what is proposed is already happening in independent schools.
Won’t the National Strategies continue to over-ride the curriculum?
The National Strategies do not prescribe what should be taught. They provide tools, materials, support and challenge to local authorities and schools. The primary and secondary Frameworks ensure that the National Curriculum is covered and that the emphasis is on pupils’ learning, progression and attainment.
Areas of Learning:
Why areas of learning?
Most primary schools already combine subject lessons with cross-curricular studies. Ofsted say that some of the most effective learning occurs when connections are made between subjects. Areas of learning make many of these connections more explicit and make planning for them more manageable for schools.
During Sir Jim’s review many primary schools said that organising the curriculum in 12 or more subjects was not appropriate for primary. Organising subject content within broad areas and encouraging links between subjects is much more in line with what actually happens in primary schools.
How are schools to use the areas of learning and RE in relation to the current national curriculum?
Cross-curricular work, linking subject and incorporating aspects of the essentials is perfectly possible within the current NC framework. Jim Rose based his proposals on best practice that is already happening in our schools.
Did the consultation lead to any changes in the areas of learning titles?
Some representations were made on the titles of areas of learning, and all were carefully considered. However, there was no consensus for change. We consider that the titles accurately represent the skills, knowledge and understanding we want for our primary children.
Why have you left PE out of the title of the Understanding Physical Development, Health and Well Being area of learning?
The entire area of learning, indeed the entire curriculum is about “education”. It would not make sense to include the word within a single area of learning title. Physical Development links physical activity with wider physical aspects such as maturation and allows better links with the important health and well being aspects of the curriculum. This doesn’t mean that PE will disappear. It is still clearly visible as part of the area of learning and is reinforced by the PE and School Sports Strategy which expects schools to offer two hours of high quality PE and sport within school time and an additional hour beyond the curriculum.
What has changed as a result of consultation?
Ministers have agreed some minor changes to the new curriculum as a result of consultation responses, most notably the explicit inclusion of evolution in Scientific and Technological Understanding.
What is to be gained from cross-curricular studies?
Direct teaching of essential subject content is crucial but not sufficient. There will be times when discrete subject teaching is required and times when well-planned, challenging, cross-curricular studies are required. This provides opportunity for children to use and apply what they have learned from discrete teaching, for example, in English, maths and ICT. Subject teaching and cross-curricular studies are complementary and act together to benefit children’s learning. It is what happens now in the majority of our best primary schools.
These areas of learning are different to the Early Years Foundation Stage areas of learning. Doesn’t this show a lack of consistency?
Not at all. The broader areas of learning map more easily onto the Early Years Foundation Stage areas than the current Key Stage 1 subjects and de-cluttering of the early stage of primary will promote an extension of play based learning to build on the early years.
Will children be doing more or less numeracy and literacy as a result of this?
More. The new curriculum promotes the learning of literacy and numeracy throughout the curriculum and will ensure they are used and applied in dedicated lessons and across children’s wider learning. Opportunities to develop literacy, numeracy and use and apply ICT are highlighted in each area of learning. Schools will continue to be able to use the support at their disposal to plan and teach literacy and numeracy – such as the National Strategies Primary Frameworks.
Surely this means that subjects have been watered down?
Subject disciplines remain vital in their own right, especially as pupils move through their primary education. Making links between subjects will enrich and enliven them for children. Subject associations have been closely involved in the development of the programmes of learning. For example, representatives from the Historical Association and the Geographical Association helped draft the historical, geographical and social programme.
How will children get the subject knowledge they will need for secondary school?
Cutting back on some content means there is more time to study essential knowledge in depth. Content is set out in two year blocks which become increasingly configured as subjects. The later primary years will focus on ensuring children have the essential subject knowledge, skills and understanding to progress in secondary school.
Science is no longer a core subject. Why has it been downgraded?
The areas of learning will not be designated as core or foundation. The essential knowledge, skills and understanding of science is captured in Scientific and technological understanding. The Review team worked with the science community to ensure the curriculum contains the scientific knowledge, skills and understanding they consider it essential for children aged 5-11 to learn.
Why is personal development in the primary curriculum? Isn’t that the parents’ job?
Our surveys show that parents say that they take responsibility for their children as they grow up but they also want schools to work with them to ensure that they can grow up healthy, safe and able to take responsibility. So it’s a partnership where both schools and parents understand their shared role in making sure every child has the opportunity to develop in their own unique way.
Science is no longer a core subject. Why has it been downgraded?
The areas of learning will not be designated as core or foundation. The essential knowledge, skills and understanding of science is captured in Scientific and technological understanding. The Review team worked with the science community to ensure the curriculum contains the scientific knowledge, skills and understanding they consider it essential for children aged 5-11 to learn.
Evidence
How do these changes stack-up against other countries?
Internationally, many countries choose to set out much of the primary curriculum as areas of learning. Where they do there is broad consensus around what should constitute these areas.
Where is the evidence that this works?
The review drew from a wide evidence base and there has been extensive consultation on the proposals. The best international evidence supports the ‘areas of learning’ approach. Of 10 countries that have changed their primary curriculum since 2005, eight have organised learning around areas rather than subjects. Among those using areas are France, Spain, Germany, and New Zealand.
Ofsted evidence shows that schools with outstanding curricula provide both skilled subject teaching and opportunities for children to benefit from rich, cross-curricular studies. For example, learning to tell the time and to count to ten in French gives children confidence in number and in using other languages;
In an NFER survey of teachers in October 2008, respondents were asked how much they agreed that ‘areas of learning’ would improve manageability for classroom teachers. Almost three-quarters (72 per cent) agreed or strongly agreed that this is the case. The NFER survey also asked primary teachers to what extent they thought it is realistic to embed ICT within the curriculum, rather than treating it as a separate subject. Three-quarters (75 per cent) thought that it was either realistic or very realistic to do this.
Among parents consulted, 92% agreed that the six areas of learning would help children develop essential life skills, with a real emphasis on children's reading, writing and mathematics as well as on their learning to respect each other and on how to be healthy themselves. 83% felt that learning about teamwork and information technology at primary school were as central as English and mathematics, all of which are strongly emphasised in the new curriculum.
Level Descriptions:
What is the status and relationship of the revised level descriptions to the primary curriculum?
Primary schools will continue to use the revised level descriptions to help teachers assess progress in the subject specific aspects of areas of learning. The will form the basis for statutory assessment in English, maths and science – for teacher assessment and external tests.
Why haven’t level descriptions been revised to reflect the areas of learning? Doesn’t this undermine the new curriculum?
Sir Jim’s review recommended that the existing subject-specific level descriptions be retained. Primary schools use level descriptions for English, maths and science for teacher assessment and external tests. Level descriptions have been revised to reflect changes made to the primary curriculum. Retaining the current level descriptions means teachers can use standards they are familiar with to better manage and report on pupils’ transition into Key Stage 3. The new curriculum outlines progression more clearly than ever, but teachers may still find the level descriptions useful to refer to in the later stages of primary.
When will the revised level descriptions be public and when should schools start using them?
They were published on 26 October on QCDA's website. They come into force from the summer term 2011 for statutory end of Key Stage 3 assessments as part of the new secondary curriculum. They will be sent to schools and put on the national curriculum website from February 2010.
Support for Implementation:
How much support will be available for implementation?
DCSF is coordinating a system-wide implementation plan, which includes initial teacher training and continuing professional development. QCDA is publishing guidance materials for all schools in print and online, from January 2010. Regional networks will be developed to offer support to LAs and school clusters. The National College will support school leaders in managing change through local networks, regional conferences and on-line communities. An additional school closure training day has been agreed for the 2010 academic year and the National Strategies are producing resources which schools and local authorities can choose to use to structure these days. This can either be done in clusters or individually, and with or without facilitation. Becta will also be offering support for all aspects of the implementation with regard to the effective use of technology. Other existing curriculum support providers, such as the network of science learning centres will be adapting their provision to have a stronger focus on primary schools and the opportunities presented by the new curriculum. Within all of this, schools are free to pick and mix the support that best meets their needs.
What are we doing to educate at initial teacher training level?
TDA were involved as the primary proposals were developed and we will continue to work closely with them. Ongoing cross-sector work by DCSF will ensure alignment of all education system bodies.
When will materials be available?
QCDA will produce printed curriculum design guidance and a revised national curriculum handbook at the end of January 2010. A new primary national curriculum website will also go live at the same time. Further support and materials will be produced through 2010.
Will there be an additional INSET day?
Yes, in the 2010/2011 school year.
Curriculum:
Will pupils still learn about British History?
Yes. British history is a key feature within the Historical, geographical and social understanding area of learning. Children will learn the broad chronology of key events in British history, and will study specific and relevant events and individuals in more depth.
Are schools still planning, teaching and assessing progress in subjects?
The new curriculum emphasises the importance of both cross curricula studies and discrete subject teaching. Design and planning will still happen at different levels as it does now. Schools will use the aspects of the curriculum to assess essential knowledge, key skills, Essentials for Learning and Life etc. The outcomes of these areas will be used to assess against national aims, school goals and learner goals.
When do schools have to start teaching the new aspects, such as citizenship and languages, if they don't do these currently?
All of the new curriculum will be introduced from September 2011. NFER primary languages published in the summer showed that 92% of primary schools are already teaching languages. The languages element of the new curriculum will be phased in over 4 years from 2011, starting with Year 3.
Do we still have to teach from QCDA schemes of work? Are the key stage 1 and 2 schemes of work still current?
These are not, nor have they ever been, statutory. They are available to use should schools find them helpful. QCDA has recently produced new schemes of work to support the teaching of languages but it is unlikely that existing schemes will be updated or new ones developed/
What about the strategies?
The DCSF has announced the ending of the National Strategies contract in March 2011, and until that time they will be very involved in the ongoing school improvement strategy and supporting the implementation of the new curriculum. National Strategies are reviewing the frameworks for literacy and numeracy to ensure alignment with the new primary curriculum. They will produce materials to support schools and local authorities to make best use of the additional school closure training day and they have an important role in raising awareness of the new curriculum with SIPs.
What about the time allocation of subjects?
This is not mandated within the national curriculum. How schools choose to organise their curriculum and timetable will remain a matter for them. However, the PE and School Sports Strategy will still expect schools to offer 2 hours of high quality PE and sport within school time and an additional hour beyond the curriculum.
Have you removed content?
The new curriculum is less prescriptive to give schools additional flexibility. Around 70% of those responding to the public consultation agreed that the new primary curriculum did provide more flexibility for teachers.
How does RE fit in ?
RE is part of the basic curriculum. It has its own legislative provision which is not changing. Schools will still deliver the Locally Agreed Syllabus. We will publish an illustrative programme of learning along with update guidance on RE and guidance on whole curriculum planning.
Why haven't you published the newly developed RE curriculum?
The RE programme of learning is to help LAs and schools to deliver RE as part of an integrated coherent curriculum. As it is not a part of the national curriculum it will not go through parliament. The law requires schools to teach the locally agreed syllabus.
We want to make sure that Head teachers and teachers of RE are given a comprehensive package which supports the teaching of effective RE. This means that, alongside the programme of study will run not only new Guidance to replace Circ 1/94 (being finalised), but also a suite of digitally available CPD materials which are currently being developed. We want to make sure that the package of support that we offer to schools and LAs is clear, helpful, accurately reflects current legislation and gives full and proper consideration to the comments and views which emerged from the RE element of the primary curriculum consultation.
When are you going to publish it?
We aim to publish the RE programme of learning at the same time as the new RE guidance alongside other products - such as the new digital CDP teaching resources - emerging from the RE Action Plan. This is likely to be early in the New Year.
Doesn't this mean that schools will treat RE as unimportant or inferior to other subjects?
No. We believe that this will prove an effective strategy to reinforce with schools the importance of effective RE.
Why have you added “British” to the importance statement of Historical, Geographical and Social Understanding?
The importance statements for all of the areas of learning have been updated in light of consultation feedback to make them more inspiring, link better to the curriculum aims and to provide greater clarity. The updated importance statement includes explicit references to British history to clarify the importance of this aspect within the area of learning.
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