Department for Children, Schools and Families : Independent Review of the Primary Curriculum

I was very pleased to be asked by Ed Balls, the Secretary of State for Children, Schools and Families, to carry out an independent review of the primary curriculum in England

Given the obvious importance of education to their present and future lives, it is crucial that all our children benefit from a curriculum that is as good as we can make it. The term ‘fit for purpose’ has become something of a cliché but we must make sure that we have a curriculum which is fit for children and fit for the twenty-first century.

A striking thing about this initiative has been the immediate, widespread support and willingness of so many of those with an interest in primary education to contribute to the Review. They share our overriding concern to make sure the curriculum befits the distinctive characteristics of children’s learning and the full range of their development from the age of 5 to 11.

Despite the fact that it is the longest phase of statutory education, there is a tendency to treat primary education as the ‘piggy-in-the-middle’ between the Early Years Foundation Stage (EYFS) and the secondary curriculum.

We must, of course, secure continuity of learning with the preceding and following phases. However, this is best achieved if we are clear about the educational aims, values and curricular content for the primary years, and how the curriculum should change in the best interests of learners as they progress from Reception Class to Year 6.

The remit for the Review has five core aspects:

Curriculum design and content - creating a broad and balanced, inclusive curriculum that has the flexibility to meet the strengths and needs of every pupil.
Reading, writing and numeracy – enabling schools to strengthen their focus on reading, writing and mathematics.
Modern foreign languages – following Lord Dearing’s recommendations, the Review will consider how best to introduce languages at Key Stage 2.
Personal development – considering how to create a simple, coherent framework for the personal skills that children need to develop during their primary years.
Transition and progression – facilitating smooth progression from EYFS to primary, and through into secondary school. Particular consideration will be given to achieving the best provision for summer-born children, some of whom may be up to one year younger than their peers.

Additional aspects

Additional aspects of the Review include consideration of the appropriateness of two early learning goals.

The Review will also consider and report on provision for dyslexia.

Timeline

The Review began in the spring term 2008. The aim is to provide an interim report by 31 October 2008 and final report by the end of March 2009. This will allow time for ministers to consider and consult on the recommendations of the Review, so that a revised primary curriculum can be introduced from September 2011.

Consultation

Since the Review began, we have met with a wide range of contributors. The Review team is also in the middle of a series of school visits to see the current curriculum in action and seek the views of teachers, pupils, governors and parents.

I wish to thank everyone who has contributed to the Review so far and look forward to meeting many more of you in the near future.

The role of the Qualifications and Curriculum Authority (QCA)

The QCA has a key role in supporting the national consultation process and in gathering a wide range of evidence to inform the recommendations of the Review. Further information can be found on the QCA’s ‘Thinking Primary’ web pages.

Call for evidence

The Review’s first call for evidence closed on 30 April 2008; an analysis of the responses is now available. The response to the first call for evidence is a very valuable source of information. We will make a second call for evidence after the interim report has been published, so that we can take account of views. Meanwhile, if you wish to contribute on aspects of the Review, please use the contact details below.