National Curriculum
From the ages of 5-16, all children in England and Wales must receive an education based around the four key stages (KS) of the National Curriculum (NC). Below is an introduction to the National Curriculum.
What is the NC?
The National Curriculum was introduced in the UK in 1988 through the Education Reform Act (for Scotland, look at: www.ngflscotland.gov.uk ). Its aims are to:
- Establish an entitlement for all children to a certain type of education
- Raise teaching standards
- Create a national framework for education to promote continuity and coherence between schools
- Promote public understanding of, and confidence in, schools
The National Curriculum has continued to develop through further legislation and different governments since that time. It has remained a political 'hot potato' and it is the teachers at the chalkface who have had to cope with each new change.
Area of study
Within the key stages, different areas of the curriculum are mandatory:
- KS1 and 2 - English, mathematics, science, design and technology, history, geography, art, music and PE
- KS3 - All the above, plus a modern foreign language
- KS4 - English, mathematics, science, PE, technology and a modern foreign language
All students study religious education based on a non-denominational curriculum decided locally. This curriculum should not try to convert pupils or urge a particular religion on them. It needs to reflect the broadly Christian tradition of Britain but should also take in other religions.
For each subject and at each key stage, a school`s programmes of study (or POS) sets out what pupils should be taught. Attainment targets establish the expected standards of pupils' achievements.
Schools are able to organise the delivery of these POS as they wish. Each school will create its own plans, day by day, week by week, term by term and year by year. Planning within schools can take place on a school, department, key stage, year group or individual teacher level.
Assessment
Pupils are formally tested by their teacher when they first start school: this is called the baseline test. There are also national tests (or SATs) in English and mathematics at the end of key stages 1-3 with the addition of science at the end of key stages 2 and 3. At the end of key stage 4, students sit national examinations such as GCSEs or GNVQs.
Pupils can also continue their schooling beyond the age of 16. From 16-18, they can study for further GCSEs or GNVQs, or they work towards the AS/A2 qualifications in individual subjects. They can study for these at secondary schools or in colleges of further education. These qualifications can enable them to progress to university.
The Government is, however, also keen to encourage ongoing education with evening classes and part time study for adult learners in all qualifications from GNVQs to university degrees.
Special needs
Students with specific learning difficulties, or special needs, are often taught within mainstream schools. Such learning difficulties can be emotional, behavioural, physical or through conditions such as dyslexia.
Such pupils will be monitored and their progress evaluated via an IEP (Individual Education Plan) under the supervision of the school`s SENCO (Special Educational Needs Co-ordinator). They are assessed as to the level of their needs (from Stage 1 to a full Statement) and the school is then given state funds to help the individuals, either through withdrawal from lessons and/or in-class support, possibly from a learning support assistant.
There are also around 2000 schools across England and Wales that are special schools. They usually cater for those with severe difficulties. Class sizes are generally very small (around eight) and they follow a simplified, more appropriate National Curriculum.
Organisation in schools
To an extent the organisation of a school will depend on its size. However, every school will have a senior management team to lead it. This team will include the head teacher, one or more deputies and possibly the school bursar.
Primary schools are then further divided into Key Stage teams and possibly year group teams for the purposes of planning the curriculum as well as individual lessons for a particular year. They may also have a number of 'co-ordinator', for example for numeracy, literacy or music.
Secondary schools will certainly be split into subject departments with their own programmes of study (sometimes called 'schemes of work') and departmental policies. These departments may be grouped together into faculties covering arts, technology, humanities, etc.
Secondary schools will also have pastoral teams of form tutors, which can be organised by year group under a year head or vertically through the school in a system of houses under a head of house.
Homework
When setting homework, it is important to follow your school's homework policy. This will be set out in the staff handbook.
At primary level, homework is likely to be organised on a weekly basis and to concentrate on English, mathematics and science. It may well increase in amount as pupils progress up the school in order to prepare them for secondary education.
In secondary schools, each subject will have at least one 'slot' per week. You will need to check how much to set each year group and if there is a particular day on which it needs to be set (in other words, do they have a homework timetable to help them to organise their week?) Always bear in mind that successful homework should:
- Be relevant
- Reinforce and extend the core work covered in class
- Not necessarily need too much marking
If there is homework to be handed out, it is vital to ensure that all pupils can take it home correctly. For primary children, this may mean providing them with a handout or writing it in their diaries yourself. At secondary level you can probably just put the work on the board. However, do give the students time to write the work down and offer help to SEN pupils.
