B. THE COMPONENTS OF THE NATIONAL CURRICULUM AND ASSESSMENT ARRANGEMENTS
11. This section sets out the Secretaries of State's thinking about the main elements of the national curriculum and how they will operate in practice. Section C sets out what will be included in legislation. What is required by statute - including the regulations that will be made over a period of time to secure full implementation of the national curriculum - will be determined by a process of discussion and development of the ideas in this document.
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12. The non-statutory subject working groups which the Secretaries of State are appointing will play a key part in this process. They will make recommendations about attainment targets and programmes of work for each of the foundation subjects, which will be the basis for consultations about what is eventually set out in regulations about the curriculum.
(a) Foundation subjects
13. Maths, English and science will form the core of the curriculum, and first priority will be given to these subjects. They and other foundation subjects are to be followed by all pupils during compulsory schooling. The Government has proposed that, in addition to English, maths and science, the foundation subjects should comprise a modern foreign language, technology, history, geography, art, music and physical education. The degree of definition in the requirements set out for each of these subjects will vary considerably, and will be greatest for the three core subjects. The place of Welsh in the national curriculum in Wales is dealt with below.
14. It is not proposed that a modern foreign language should be included in the foundation subjects for primary school children. The majority of curriculum time at primary level should be devoted to the core subjects.
15. During compulsory secondary schooling, it is proposed that all pupils should continue with some study of all the the foundation subjects. As the table below shows, between 30-40% of curriculum time should still be devoted to the three core subjects. Not all foundation subjects will necessarily be taken to examination level - though the Secretaries of State expect that most pupils should be able to take GCSEs covering seven or eight of the foundation subject areas, and all the core subjects should be taken. Pupils in the fourth and fifth years should be able to opt to study either combined sciences as a single subject
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or sciences leading to a double GCSE award; and to pursue a combined course covering art, music, drama and design. This should leave adequate time in the curriculum for choice of other examination subjects which are not among the foundation subjects. The table illustrates how this might be organised in England:-
SECONDARY PHASE - YEARS 4 AND 5
ALLOCATIONS OF CURRICULUM TIME (percentages)
16. The Secretaries of State do not intend to prescribe in legislation how much time should be allocated to each subject
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area. But the foundation subjects commonly take up 80-90% of the curriculum in schools where there is good practice. The Secretaries of State will take that as their starting point in issuing non-statutory guidance (separately for England and for Wales) about how much time should normally be spent on learning related to each subject at each phase of education, and the subject working groups will base their recommendations about programmes of study on this guidance.
17. Religious education is already required by statute, and must continue to form an essential part of the curriculum. There will be time available beyond that required for the foundation subjects for religious education, and also for other popular subjects, such as home economics, which are taught by many schools and will continue to be a valuable part of the curriculum for many pupils in the secondary as well as primary phase. LEAs and governing bodies of schools will determine the subjects to be taught additional to the foundation subjects.
18. In addition, there are a number of subjects or themes such as health education and use of information technology, which can be taught through other subjects. For example, biology can contribute to learning about health education, and the health theme will give an added dimension to teaching about biology. It is proposed that such subjects or themes should be taught through the foundation subjects, so that they can be accommodated within the curriculum but without crowding out the essential subjects.
SPECIAL POSITION OF WELSH
19. The Welsh language is a part of the curriculum of most children in Wales. The Government's policy, set out in "Welsh in Schools" (July 1981), is that some experience of the language is an important component of a broadly balanced curriculum for pupils in Wales; that in English-speaking areas all pupils should be given the opportunity of acquiring a sufficient command of Welsh to allow for communication in Welsh, while bilingual education should be available to pupils whose parents desire it for them.
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20. In some counties of Wales it would be appropriate - and in line with existing practice in schools - for Welsh to be made a foundation subject. But the linguistic pattern in Wales is varied, and in some areas the Secretary of State would expect that it would not at present be appropriate to require the study of Welsh throughout the period of compulsory education for pupils who study through the medium of English. At the least, the legislation will need to provide for attainment targets, programmes of study and assessment arrangements to be prescribed for Welsh wherever it is taught.
21. For pupils taught through the medium of Welsh, all ten subjects listed in paragraph 13, together with Welsh, will be foundation subjects. The Secretary of State for Wales may issue separate non-statutory guidance for Welsh medium education about the time to be spent on each subject.
22. The Secretaries of State believe it to be important that schools should also have flexibility about how they organise their teaching. The description of the national curriculum in terms of foundation subjects is not a description of how the school day should be organised and the curriculum delivered. The clear objectives for what pupils should be able to know, do and understand will be framed in subject terms. Schools will be able to organise their teaching in a variety of ways. This flexibility, together with the time available outside the foundation curriculum, ought to enable schools, while meeting the requirements of the national curriculum, to give special emphasis to particular subjects, such as science and technology in City Technology Colleges.
(b) Attainment targets
23. Attainment targets will be set for all three core subjects of Maths, English and science. These will establish what children should normally be expected to know, understand and be able to do at around the ages of 7, 11, 14 and 16, and will
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enable the progress of each child to be measured against established national standards. They will reflect what pupils must achieve to progress in their education and to become thinking and informed people. The range of attainment targets should cater for the full ability range and be sufficiently challenging at all levels to raise expectations, particularly of pupils of middling achievement who frequently are not challenged enough, as well as stretching and stimulating the most able. This is a proven and essential way towards raising standards of achievement. Targets must be sufficiently specific for pupils, teachers, parents and others to have a clear idea of what is expected, and to provide a sound basis for assessment.
24. There will also be attainment targets for other foundation subjects where appropriate, in Wales for the study of Welsh, and for the other themes and skills taught through each of the foundation subjects. For art, music and physical education there will be guidelines rather than specific attainment targets.
25. Attainment targets for age 16 can be expected to take account of GCSE criteria. But not all GCSE criteria are sufficiently specific, and not all pupils will study all foundation subjects for public examination, so there will be other attainment targets to build on what they have learnt up to age 14.
(c) Programmes of study
26. The programmes of study will also be based on recommendations from the subject working groups. They will reflect the attainment targets, and set out the overall content, knowledge, skills and processes relevant to today's needs which pupils should be taught in order to achieve them. They should also specify in more detail a minimum of common content, which all pupils should be taught, and set out any areas of learning in other subjects or themes that should be covered in each stage. Some GCSE syllabuses will have to be revised in due course to reflect the national curriculum attainment targets and programmes of study for age 16.
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27. within the programmes of study teachers will be free to determine the detail of what should be taught in order to ensure that pupils achieve appropriate levels of attainment. How teaching is organised and the teaching approaches used will be also for schools to determine. It is proposed that schools should set out schemes of work for teaching at various stages to improve coordination. The Government intends that legislation should leave full scope for professional judgment and for schools to organise how the curriculum is delivered in the way best suited to the ages, circumstances, needs and abilities of the children in each classroom. This will for example allow curriculum development programmes such as the Technical and Vocational Education Initiative (TVEI) to build on the framework offered by the national curriculum and to take forward its objectives. There must be space to accommodate the enterprise of teachers, offering them sufficient flexibility in the choice of content to adapt what they teach to the needs of the individual pupil, to try out and develop new approaches, and to develop in pupils those personal qualities which cannot be written into a programme of study or attainment target.
(d) Assessment and examinations
28. The attainment targets will provide standards against which pupils' progress and performance can be assessed. The main purpose of such assessment will be to show what a pupil has learnt and mastered and to enable teachers and parents to ensure that he or she is making adequate progress. Where such progress is not made, it will be up to schools to make suitable arrangements to help the pupil.
29. The Secretaries of State envisage that much of the assessment at ages 7 (or thereabouts) 11 and 14, and at 16 in non-examined subjects, will be done by teachers as an integral part of normal classroom work. But at the heart of the assessment process there will be nationally prescribed tests done by all pupils to supplement the individual teachers' assessments. Teachers will administer and mark these, but their marking - and their assessments overall - will be externally moderated.
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30. The Secretaries of State hope that the moderation of teachers' assessments and whatever arrangements are needed for administering nationally set tests will be undertaken by the five GCSE examining groups, under contract from a School Examinations and Assessment Council (see paras 53 below). The Department will be undertaking detailed discussion of this proposal, and of the kind of administrative and moderation arrangements needed, with the examining groups and others. The actual tests and other forms of assessment will be developed and piloted by various organisations on behalf of the Government.
31. The precise basis for recording assessments will be considered by an expert Task Group on Assessment and Testing which the Secretaries of State will appoint shortly. It will make recommendations on the common elements of an assessment strategy to be used across all subjects and will be asked to report by Christmas.
32. The Government aims to set in place by 1990 national arrangements for the introduction of records of achievement for school leavers. Such records, which are at present being piloted in a number of areas and on which an interim report will be made this autumn by the National Steering Committee, will have an important role in recording performance and profiling a pupil's achievements across and beyond the national curriculum.
33. At age 16, GCSE and other qualifications at equivalent level will provide the main means of assessment through examinations. But in order to ensure that the qualifications offered to pupils support or form part of the national curriculum's attainment targets and programmes of study, the Government proposes to take powers to specify what qualifications may be offered to pupils during compulsory schooling. It also proposes to put onto a statutory footing the approval of syllabuses or courses leading to these qualifications, which is presently done by the non-statutory Secondary Examinations Council for GCE and GCSE examinations.
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34. Because of the importance of steady progression from what is studied pre-16 to the qualifications available post-16, and the need to ensure proper standards and coherence in what is offered, the Government also proposes to take a reserve power similarly to regulate qualifications and courses offered to full-time 16-19 year old pupils in schools and colleges - for use only if experience shows this to be necessary. This power would be exercised only after consultations with the National Council for Vocational Qualifications and other relevant examining and validating bodies responsible for qualifications offered to full time 16-19 year old pupils.
(e) Availability of information
35. In order to raise standards, people must be aware of what is being achieved already and of the objectives set. This means that the legislation on the national curriculum must provide for all interested parties to have appropriate and readily digestible information, relevant to their interests, about what is being taught and achieved. The Secretaries of State are convinced that at every level of the service, the provision of more information will lead to a better understanding of how the education system is performing.
36. The Secretaries of State believe that it is essential that:-
(i) Pupils and parents should know what individual pupils are being taught in each year, and how that relates to the national curriculum attainment targets and programmes of study. Similar information would have been provided to parents under regulations made under Section 20 of the 1986 Education Act, which the legislation on the national curriculum will supersede. They also need to know how the individual pupil has performed against the attainment targets, and by comparison with the range of marks achieved by pupils in his or her class - for example 10% got Grade 1, 20% Grade 2, 30% Grade 3.
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(ii) Teachers should know how individual pupils are progressing so that they can decide on appropriate next steps for their learning; and how pupils in their class overall are doing as compared with the attainment targets, with other similar classes in the school, and with other schools, particularly in the same LEA and with the national average.
(iii) Parents, governing bodies, employers and the local community should know what a school's assessment and examination results indicate about performance and how they compare with those of other schools within the LEA or neighbourhood. In order to inform their choice of school parents also need to know about the curriculum followed in each school, and its schemes of work.
(iv) LEAs should know about attainment in the schools they maintain, in comparison other LEAs, with grant-maintained schools in the locality, and with the national average; and
(v) at the national level, central government, Parliament and the public should to be able to monitor national standards of attainment and improvement over time.