National Curriculum Online

The structure of the National Curriculum

For each subject and for each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils’ performance. It is for schools to choose how they organise their school curriculum to include the programmes of study.

Programmes of study

The programmes of study (see Note 2) set out what pupils should be taught in each subject at each key stage, and provide the basis for planning schemes of work. When planning, schools should also consider the four general teaching requirements that apply across the programmes of study.

The national frameworks for teaching literacy and mathematics published by the DfEE, and the exemplar schemes of work jointly published by the DfEE and QCA, show how the programmes of study and the attainment targets can be translated into practical, manageable teaching plans.

Attainment targets and level descriptions

An attainment target sets out the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of each key stage’ (see Note 3). Except in the case of citizenship (see Note 4), attainment targets consist of eight level descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each level description describes the types and range of performance that pupils working at that level should characteristically demonstrate.

The level descriptions provide the basis for making judgements about pupils’ performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects.

Using level descriptions Assessing attainment at the end of a key stage

In deciding on a pupil’s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil’s performance. When doing so, each description should be considered alongside descriptions for adjacent levels.

Arrangements for statutory assessment at the end of each key stage are set out in detail in QCA’s annual booklets about assessment and reporting arrangements. The level descriptions are not designed to assess individual pieces of work. They list aspects of attainment, based on the programmes of study, which teachers need to assess to build up a picture of a pupil’s performance over time in a range of contexts.

Planning

Teachers’ planning for schemes of work should start from the programmes of study and the needs and abilities of their pupils. Level descriptions can help to determine the degree of challenge and progression for work across each year of a key stage.

Reporting

Teachers are required to report annually to parents on pupils’ progress. Although not designed to be used at the end of each year across the key stage, the level descriptions can be used as a basis to describe pupils’ progress.

Target setting

The Government has established national targets for the proportion of 11-year-olds achieving level 4 in English and mathematics National Curriculum tests at the end of key stage 2. Schools are required to set targets for the proportions of their pupils reaching these targets. Optional tests in English and mathematics are available to assist schools in monitoring pupils’ progress towards these targets.

For some aspects of statutory assessment in English and mathematics at the end of key stage 1, level 2 has been subdivided into 2a, 2b, and 2c so that it is possible to differentiate between the attainment of different groups of pupils who achieve level 2.

To support target setting for pupils who achieve significantly below age-related expectations, performance criteria have been developed in English and mathematics leading to level 1 and within levels 1 and 2. In addition, performance criteria have been developed for pupils’ personal and social development. These criteria were published in Supporting the target setting process (DfEE/QCA, 1998).

Links with qualifications

Scales used in approved national qualifications build on pupils’ prior learning as set out in the programmes of study at key stage 3 and the level descriptions. Qualifications used by pupils of compulsory school age, whether in school, college or workplace, must be approved under section 400 of the Education Act 1996. Approved qualifications are listed in a DfEE circular sent annually to schools and colleges. Pupils may be offered courses leading to the following qualifications:

• GCSE
• GCSE (short course)
• Part One GNVQ at the foundation and intermediate level
• GNVQ (or GNVQ units) at foundation, intermediate and advanced level
• NVQ (or NVQ units) at levels 1 and 2 (approved titles only)
• key skills unit in information technology
• entry level qualifications
• GCE AS level
• Other approved qualifications

Other requirements Religious education

Under the Education Act 1996 schools must provide religious education for all registered pupils, although parents can choose to withdraw their children. Schools, other than voluntary-aided schools and those of a religious character, must teach religious education according to the locally agreed syllabus. Each agreed syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian while taking account of the teachings and practices of the other principal religions represented in Great Britain.

Religious education makes a distinctive contribution to the school curriculum by developing pupils’ knowledge and understanding of religion, religious beliefs, practices, language and traditions and their influence on individuals, communities, societies and cultures. It enables pupils to consider and respond to a range of important questions related to their own spiritual development, the development of values and attitudes and fundamental questions concerning the meaning and purpose of life.

Sex education

Primary schools must provide and keep up-to-date a written statement of their policy on sex education and make it available to parents and pupils. Parents can choose to withdraw their children from all or part of sex education, where it is provided.

Learning across the National Curriculum (see Note 6) Promoting spiritual, moral, social and cultural development across the National Curriculum

All National Curriculum subjects provide opportunities to promote pupils’ spiritual, moral, social and cultural development. Explicit opportunities to promote pupils’ development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship at key stages 1 and 2. A significant contribution is also made by school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.

• Pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material well-being.
• Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills, understanding, qualities and attitudes they need in order to make responsible moral decisions and to act on them.
• Pupils’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.
• Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

Promoting personal, social and health education and citizenship

Guidelines are provided in this handbook to help schools establish coherence and consistency and to promote curriculum continuity and progression in pupils’ learning in PSHE and citizenship.

Promoting skills across the National Curriculum

At all key stages, pupils learn, practise, combine, develop and refine a wide range of skills in their work across the National Curriculum. Some of these skills are subject-specific (painting in art and design), and some are common to several subjects (enquiry skills in science, history and geography).

Some skills are universal, for example, the skills of communication, improving own learning and performance, and creative thinking. These skills are also embedded in the subjects of the National Curriculum and are essential to effective learning.

Opportunities for teaching and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and how they learn, and how these skills can be applied to different subjects, different problems and real-life situations.

Key skills

Six skill areas are described as key skills because they help learners improve their learning and performance in education, work and life. These key skills are embedded in the National Curriculum.

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 English in particular and through pupils’ use of language across the curriculum.

Application of number

The key skill of application of numbers 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. Pupils need to be able to apply calculation skills and the understanding of numbers to problems in other National Curriculum subjects and to real-life situations. Opportunities for developing this key skill are provided explicitly in mathematics.

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, 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 pupils’ use of ICT across the curriculum.

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 pupils are to work with others they must develop social skills and a growing awareness and understanding of others’ needs. All subjects provide opportunities for pupils 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.

Improving own learning and performance

The key skill of improving own learning and performance involves pupils 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 provide opportunities for pupils to review their work and discuss ways to improve their learning.

Problem-solving

The key skill of problem-solving involves pupils 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 provide pupils with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.

Thinking skills

By using thinking skills pupils can focus on knowing how’ as well as knowing what’ and learning how to learn. The following thinking skills complement the key skills and are embedded in the National Curriculum.

Information-processing skills

These enable pupils to locate and collect relevant information, sort, classify, sequence, compare and contrast, and analyse part/whole relationships.

Reasoning skills

These enable pupils 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 enable pupils to ask relevant questions, pose and define problems, plan what to do and how to research, predict outcomes and anticipate consequences, and test conclusions and improve ideas.

Creative thinking skills

These enable pupils to generate and extend ideas, suggest hypotheses, apply imagination, and look for alternative innovative outcomes.

Evaluation skills

These enable pupils to evaluate information, judge the value of what they read, hear and do, develop criteria for judging the value of their own and others’ work or ideas, and have confidence in their judgements.

Promoting other aspects of the school curriculum Financial capability

Financial capability is about making sensible choices in relation to managing money. It helps pupils make independent and informed decisions about keeping money safe, budgeting, spending, saving, sharing, borrowing and obtaining value for money. It helps pupils to develop a sense of responsibility, to understand their own and others’ needs and to consider the effects of their decisions on themselves, and on families, communities and the wider world.

There are opportunities for pupils to develop financial capability within the school curriculum, in particular in their work in mathematics, PSHE and citizenship, as well as through involvement in other school activities such as work with the community and enterprise projects.

Enterprise education

Enterprise education enables pupils to develop confidence, self-reliance and willingness to embrace change. Through participation in mini-enterprises, pupils can practise risk management, learn from mistakes and be innovative.

Education for sustainable development

Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within the school curriculum, in particular in their work in geography, science, PSHE and citizenship.

Building on the early learning goals

From September 2000, the term foundation stage’ will be used to describe the phase of education from a child’s third birthday to the end of the reception year. The early learning goals set out what most children are expected to achieve by the end of the foundation stage. They are organised into six areas of learning: personal, social and emotional development; language and literacy; mathematical development; knowledge and understanding of the world; physical development; and creative development. The early learning goals are broadly equivalent to level 1 of the National Curriculum.

By the end of the foundation stage, most children will have had at least two terms of full-time education in a reception class, in addition to their nursery and/or preschool experience. Just as some children will still be progressing towards the early learning goals at the end of the foundation stage, some children will achieve and progress beyond them during this stage. The achievement of children beyond the early learning goals can be described using the level descriptions of the National Curriculum.

Working with the National Literacy and Numeracy Strategies

The Government has put in place two strategies designed to raise standards in all primary schools in England. Frameworks for teaching literacy and mathematics have been published to support these strategies. These frameworks offer detailed objectives for planning and teaching the sections of the English programmes of study for reading and writing and all sections of the programmes of study for mathematics for pupils aged five to 11.

In teaching the literacy framework some aspects of speaking and listening are also covered. As well as implementing fully the literacy Framework for teaching, schools must take care to cover the whole of the speaking and listening section of the English programmes of study for key stages 1 and 2. By implementing fully the Framework for teaching mathematics, schools will fulfil their statutory duty in relation to the National Curriculum subject of mathematics for key stages 1 and 2.

Notes

1. The four key stages are defined precisely in section 355(1)a-d of the Education Act 1996.
2. The Education Act 1996, section 353b, defines a programme of study as the matters, skills and processes that should be taught to pupils of different abilities and maturities during the key stage.
3. As defined by the Education Act 1996, section 353a.
4. In citizenship, expected performance for the majority of pupils at the end of key stages 3 and 4 is set out in end of key stage descriptions.
5. Including modern foreign languages.
6. Additional information on opportunities to promote learning across the National Curriculum is included in the subject booklets.