The Primary School Curriculum

The Primary School Curriculum

The current National Curriculum was introduced in 1988, in order to set out the knowledge, skills, and understanding which can be promoted to children and young people in society. Majority of countries have guidance or a curriculum in order to provide the best guidelines for children and young people. Prior to 1988, education was completely different. The curriculum was based on religious education, and that being the only subject which was compulsory (Bartlett and Burton, 2016).

The Education Act of 2002 main aim of the curriculum is to develop the well-being of an individual, promoting the moral, cultural, spiritual, mental and physical development of children and young people. This aim allows children to prepare for the future when it comes to opportunities, experiences, and responsibilities (Bartlett and Burton, 2007). This blog agrees that these aims should be a priority within primary education as it helps children to develop in a variety of areas in order to prepare them for their future, for example, the transition from primary education to secondary education to a university or higher education or jobs. The Donaldson review (2015; page 29) states that the curriculum in Wales should be surrounded by other aspects, 'develop ambitious, capable learners', 'enterprising, creative contributors' and 'healthy, confident individuals' amongst other aspects. The Education Act of 2002 connected with this as well as the importance of safeguarding. The Act states how the aims in schooling should be. This blog believes that schools should maintain to focus on these key areas which I will further mention.

The first key areas of preference on a curriculum should be framed around numeracy and literacy. These two areas of learning are very important in any stage of education. Numeracy and literacy are already a huge focus in the current UK curriculum, within Wales, England, Scotland and Northern Ireland.  (Bartlett and Burton, 2007; Donaldson, 2015). Since 1988 the skills have only improved since then. When numeracy and literacy skills are improved it allows children to enhance their everyday life skills as well as developing a more advanced level of numeracy and literacy skills to use in later life, for example, job opportunities and higher education. Think about if numeracy and literacy were removed from the curriculum, the education system would be a huge stake and can affect children’s development hugely. Children wouldn’t be able to study other subjects such as history, science and geography as numeracy and literacy skills are needed in order to study other subjects. There would also be a huge struggle in later life with job opportunities and financial problems. It is evident that numeracy and literacy is an important role in the primary school curriculum. However, this blog believes that Numeracy and Literacy should be according to what Donaldson argues. Donaldson (2015) argues we should be teaching these subjects in a way that not only develops their numeracy and literacy skills but also develops their creativity, confidence, their ability to learn and mental skills.

The second key area which should be brought to more attention is the use of technology. The privilege of technology in today's generation is something that should be taken advantage of. The use of technology can increase an individual’s knowledge and will help for later life in many jobs. Dearing (1994) stated in the National Curriculum review that technology should take up five per cent of time spent in school whereas the OECD (2014) stated that it should take up seven per cent. This shows that the percentage has only increased by two per cent. This is shocking as technology has quickly become an essential key part of our everyday lives. Teachers need to be aware of how important technology is and how it can be beneficial for a child’s development.

As numeracy and literacy are the main priorities in the national curriculum, this blog believes that technology should be just as important and should be a priority in the national curriculum. With the curriculum changing today education is quickly becoming more and more advanced. The Welsh curriculum has introduced other frameworks within the curriculum to focus on providing the best possible outcomes for children. There will be a new curriculum in Wales from September 2022. The new curriculum changes will be improving how teachers assess children’s learning and education and improvements on teachers and practitioners training being assessed (Welsh Government,2019). 

To conclude this blog post, it is evident how vital the national curriculum impacts on the way teachers teach. This blog post believes the aims stated in the Education Act of 2002 and the Donaldson Review of 2015 should be designed in the national curriculum. As numeracy and literacy is already a key subject, technology should also be a key area. However, this doesn’t mean that other subjects should be minimised because they are just as important. For example, physical education, this subject develops an individual’s skills in many areas. Literacy, numeracy and technology should have cooperated into all subjects in the curriculum in different ways to make learning unique.

Reference List

Bartlett, S.& Burton D. (2007). Introduction to Education Studies. 2nd edn. London: SAGE Publications Ltd.

Collins, N. (2011). How the National Curriculum has evolved. Online at: http://www.telegraph.co.uk/education/educationnews/8270189/How-the-national-curriculum-has-evolved.html [Accessed December 2nd, 2018]

Dearing, R. (1994). A Review of the National Curriculum. London: School Curriculum and Assessment Authority.

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales.

GOV.WALES. (2019). Education is changing | GOV.WALES. [online] Available at: https://gov.wales/education-changing [Accessed January 5th, 2018].

Mann, A. and Huddleston, P. (2015). What do recruiters think about today's young people?: insights from four focus groups. London: Education and Employers Taskforce.

Moylett, H. (2003). Early Years Education and Care. London: Sage.

OECD. (2014). 'How much time do primary and lower secondary students spend in the classroom'. Education Indicators in Focus. 22(4). 1-4.

Prensky, M. (2001). 'Digital natives, digital immigrants'. On the Horizon. 9(5). 1-

Prensky, M. (2012). 'Teaching the Right Stuff'. Educational Technology. 1-3.

Scottish Government. (2009). Principles and practice papers from Curriculum for Excellence experiences and outcomes for literacy, numeracy and health and wellbeing across learning. Online at: http://www.gov.scot/Publications/2009/10/16155220/13 [Accessed January 5th, 2018)