National Curriculum

WHAT IS THE NATIONAL CURRICULUM?

The National Curriculum is the guide to what should be taught in schools. It specifies both the subjects that should be taught and the standards which pupils studying them should reach.

The National Curriculum applies to chidlren of compulsory school age (i.e. 5 to 16 year olds). Maintained (i.e. state) schools are under a statutory duty to follow the National Curriculum. Independent schools are not but usually also follow it.

The subjects which should be taught are mainly the traditional ones which might be expected in a UK school such as:

• Art and Design,
• Design and Technology,
• English,
• Geography,
• History,
• Information and Communication Technology (ICT),
• Mathematics,
• Music,
• Physical Education (PE),
• Science and
• Religious Education (RE).

From September 2010, modern foreign languages will become statutory at key stage 2 (7-11 years). Until then, there are non-statutory guidelines that schools may follow if they wish.

The curriculum is divided into a number of key stages:

• Key stage 1: Ages 5-7 (Years 1-2)
• Key stage 2: Ages 7-11 (Years 3-6)
• Key stage 3: Ages 11-14 (Years 7-9)
• Key stage 4: Ages 14-16 (Years 10-11).

HOW IS THE NATIONAL CURRICULUM USEFUL?

Schools give assessments of attainment called levels which give a measure of the progress of the child.

The majority of pupils are expected to work at:

• Levels 1-3 in key stage 1 and attain level 2 at the end of the key stage
• Levels 2-5 in key stage 2 and attain level 4 at the end of the key stage
• Levels 3-7 in key stage 3 and attain level 5/6 at the end of the key stage.
• Key stage 4 is measured by public exams, such as GCSEs.

Children are formally assessed at the end of each key stage. However teachers will be assessing progress throughout a child’s education. This enables early identification of any difficulties the child may be experiencing. Another advantage of the National Curriculum is that it is easier for a child to move between schools and expect some continuity of subjects, especially if they are moving at the end of a key stage.

If a child is identified as not making the progress which is expected, strategies may be put in place to help. If the child is identified as having Special Educational Needs (SEN) the child may be put on a School Action scheme. This involves additional support for the child.

If this proves insufficient the child may be put onto an enhanced scheme called School Action Plus. In the most severe cases of lack of progress the child may be assessed for a Statement of Special Educational Needs which spells out exactly what support must be given.

Children with SEN who are educated in non-mainstream schools sometimes follow a differentiated version of the National Curriculum.

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