Key Competences in the curriculum - England

The 2006 European framework for key competences for lifelong learning was an outcome of the joint work of the European Commission and the Member States within the Education and Training 2010 Work Programme. The framework identified a set of key competences, defined as the knowledge, skills and attitudes seen as necessary for personal fulfilment and development, social inclusion, active citizenship and employment. This report on Key Competences in England is one of a suite of three reports from Eurydice at NFER which shows how the school curriculum and assessment frameworks in England, Wales and Northern Ireland support the development of these competences. The report also summarises current and recent initiatives to improve learning in these areas. The following subject areas are included: English / literacy / reading mathematics / numeracy science modern foreign languages digital competence / ICT social and civic competence (including sex and relationships education and citizenship) initiative, entrepreneurship and enterprise education. The text was completed in summer 2012, with some subsequent additions to the reforms section. The content relates mainly to the 2011/12 school year. This report focuses on compulsory education. In England, the period of compulsory education is divided into four key stages: key stage 1 (ages 57); key stage 2 (ages 711); key stage 3 (ages 1114); and key stage 4 (ages 1416). The report also includes brief information on general (academic) programmes for 16 to 18/19-year olds in postcompulsory education.

Key Competences in the curriculum England, 2011/12

October 2012

Key Competence Mother Tongue (Reading)

National strategy/ action plan Until recently, there were national strategies for teaching and learning in schools, focusing initially on literacy (including both reading and writing) and numeracy in primary education, but then broadening to cover a wider range of subjects in secondary education. The strategies are described here together. A strategy for a recommended daily literacy hour was implemented in primary schools from September 1998. Similar arrangements for the teaching of mathematics came into effect in September 1999. The strategies were subsequently brought together into a single Primary National Strategy. A national strategy for key stage 3 (ages 11 to 14) was introduced in September 2001. It built on the daily literacy and numeracy 'hours' for primary schools by introducing a recommended minimum three hours of English teaching, plus a recommended minimum three hours of mathematics each week. The key stage 3 strategy was subsequently extended to encompass science and ICT. As with the primary strategies, it provided detailed national frameworks, teaching objectives and guidance materials, and funded continuing professional development (CPD) to support their introduction. Funding for the national strategies ended in 2011, following a decision by the previous Labour Government to devolve funding to schools to allow them to focus on their own priorities for improvement. The Coalition Government, elected in May 2010, aims to reduce central prescription over the curriculum, while embodying rigour and high standards. Schools are no longer expected to follow the additional guidance and recommendations associated with the national strategies, although they are not precluded from using these or other sources of support if they wish. A new National Curriculum will be introduced in 2014 following a major review. Its final shape has not yet been determined, but it will be informed by a report, published in February 2012, from an expert panel. The report recommends that detailed programmes of study and attainment targets (specific learning outcomes) should be provided only for the three core subjects, English, mathematics and science, while the requirements for other compulsory subjects should be slimmed down. Further information is available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum Reading is one of the three essential skills and processes defined in the National Curriculum for English; the others are speaking and listening, and writing. English is a compulsory subject throughout compulsory education (key stages 1 to 4, ages 5 to 16). It is one of three core subjects and, as such, is subject to statutory assessment arrangements. The National Curriculum for English includes a statement that the curriculum should provide opportunities for pupils to develop reading skills through work that makes cross-curricular links with other subjects. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers.
Key Competences in the curriculum England, 2011/12 October 2012 2

Status in the curriculum

Learning outcomes/ objectives

For pupils in key stages 1 to 3 (ages 5 to 14), the National Curriculum for English defines attainment targets setting out expected standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. There are separate attainment targets for each of the three skills and processes in the programme of study: speaking and listening, reading, and writing. The National Curriculum for English at primary level (key stages 1 and 2, age 5 to 11) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english The National Curriculum for English at secondary level (key stages 3 and 4, ages 11 to 16) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199101/english For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives are contained within Ofquals subject criteria fo r General Certificate of Secondary Education (GCSE) examinations, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subjectcriteria. There are separate subject criteria for English, English Literature and English Language; pupils generally take either English (one GCSE) or English Language and English Literature (two GCSEs). The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. A new, statutory phonics-based reading progress check has been introduced for all pupils in Year 1 (age 6). The phonics check is designed to confirm whether individual children have learnt phonic decoding to an appropriate standard. Children who do not achieve the standard should receive support from their school. Further information is available: http://www.education.gov.uk/schools/teachingandlearning/assessment/keystage1/a00200415/year-1-phonics-screening-check-materials At the end of key stages 1 (age 7) and 2 (age 11), there is statutory teacher assessment in reading. Optional tests are also available to support teachers for Year 3 (age 8), Year 4 (age 9) and Year 5 (age 10). The tests are marked by schools and they can decide how to use the test results. At the end of key stage 2 (age 11), there are externally set and marked statutory tests for English. Reading and writing are reported separately. At the end of key stage 3 (age 14), there is statutory teacher assessment in English. Optional tests are available to support teachers for Year 7 (age 12), Year 8 (age 13) and Year 9 (age 14). The tests are marked by schools and they can decide how to use the test results. At key stage 4 (age 16), assessment is through the General Certificate of Secondary Education (GCSE), a single subject qualification. The number and range of subjects to be taken are not regulated. However, most pupils take GCSE English (either as separate GCSEs in English Language and English Literature or as a single GCSE in English). Success in this subject is highly valued by employers and for progression to further study. It is also recognised in school performance tables through two indicators: 5 GCSEs at grade C or better including English and

Nationally standardised tests and examinations

Key Competences in the curriculum England, 2011/12

October 2012

mathematics, and the English Baccalaureate (not a qualification in itself, but a school performance measure recognising attainment across a core of academic subjects). Functional skills, i.e. practical skills that enable learners to deal with practical problems and challenges, are embedded in the programme of study leading to GCSE. Standalone qualifications in Functional Skills in English are also available. These can be awarded at different levels and can be used for different purposes. The lower levels, for example, can be used for low-attaining students at the end of key stage 4 (age 16), while the higher levels can form a component of apprenticeship frameworks for post-compulsory students. The suite of Functional Skills qualifications in English, mathematics and ICT replaces the former Key Skills qualifications in communication, application of number and ICT. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. General Certificate of Education Advanced level examinations (GCE A levels) are the most widely taken general qualification, with students typically selecting three subjects. A levels are available in English Literature and in English Language and Literature (combined). Ofquals subject criteria for A levels are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria Targets for pupil attainment Minimum standards are set for schools for the percentage of pupils attaining a particular threshold level or progress measure in nationally standardised tests and examinations in English and mathematics. Schools that fall below these floor standards are eligible for additional support and monitoring and, if they fail to improve, may be subject to formal interventions. For primary schools, a school is below the floor standard if, at the end of key stage 2 (age 11), pupil attainment misses all three of the following measures: fewer than 60 per cent of pupils achieve level 4 or above in English and mathematics; below average (national median) percentage of pupils make expected progress in English (national median = 87 per cent); below average (national median) percentage of pupils make expected progress in mathematics (national median = 86 per cent). For secondary schools, a school is below the floor if fewer than 35 per cent of pupils achieve the basic standard of five GCSEs at grade C or better including English and mathematics, and if fewer pupils make good progress between key stage 2 (attainment at age 11) and key stage 4 (attainment at age 16) than the national average. The governing bodies of individual schools are also currently expected to set their own targets for pupil performance. In 2011, the Coalition Government announced that the centrally-driven statutory process of target setting would end, in line with the Governments belief that schools should be freed to set their own priorities and be in control of their own improvement. The 2012 targets are the last that schools are required to set. One-to-one support Schools can provide pupils with one-to-one tuition if they see fit. Pupils who might benefit from individual tuition include pupils who entered
Key Competences in the curriculum England, 2011/12 October 2012 4

Main initiatives/ measures to tackle low achievement

the key stage behind the expected level of attainment and/or who will not reach national expectations or levels of progress, and looked after children who would particularly benefit from this kind of additional support. One-to-one tuition previously attracted separate funding but this has now been factored in to school budgets for 2011/12 to 2014/15. Schools may use this funding as they wish and are not obliged to use it for individual tuition. Other support programmes Another initiative which previously received separate funding which has now been factored into schools overall budgets, is the Every Child a Reader (ECaR) Programme. This supports a range of interventions including the 'Reading Recovery' Programme. Reading Recovery identifies the lowest-attaining five- and six-year-olds and aims to provide help before problems become consolidated. Selected children receive daily half-hour one-to-one lessons from a specially trained reading recovery teacher, who provides instruction tailored to the needs of each child. The National Literacy Trusts Premier League Reading Stars Programme targets primary school pupils from Years 5 (ages 9/10) and 6 (ages 10/11) who are not reaching the expected levels in literacy for their age. It can also be used to support secondary school pupils with low attainment who are motivated by football but not by literacy. Its toolkit has been written to support the National Curriculum at primary and secondary level. It receives funding from Arts Council England and the Premier League. See: http://www.literacytrust.org.uk/premier_league_reading_stars. The Government is supporting schools in implementing systematic synthetic phonics teaching for their key stage 1 pupils (ages 5 to 7) by providing match funding for approved products and training. The scheme started in September 2011 and the match funding (up to 3000) must be claimed by March 2013. Ofsted, the inspectorate, has published several recent reports on raising standards of English in schools: Excellence in English (2011) provides 12 case studies of schools which are successful in helping their pupils to make outstanding progress in English. http://www.ofsted.gov.uk/resources/excellence-english Removing Barriers to Literacy (2011) illustrates effective approaches that might help others to improve their practice in literacy. http://www.ofsted.gov.uk/resources/removing-barriers-literacy Reading by Six: How the best schools do it (2011) demonstrates how 12 schools managed to teach nearly all their pupils to read, regardless of the social and economic circumstances of their neighbourhoods, the ethnicity of their pupils, the language spoken at home and most special educational needs or disabilities. http://www.ofsted.gov.uk/resources/reading-six-how-best-schools-do-it Moving English Forward (2012) highlights the main strengths and weaknesses found in English in schools. It recommends that all schools should develop policies to promote reading for enjoyment throughout the school and ensure that preparation for national tests and examinations is appropriate, does not begin too early, and does not limit the range of the curriculum or pupils opportunities for creativity in English. http://www.ofsted.gov.uk/resources/moving-english-forward
Key Competences in the curriculum England, 2011/12 October 2012 5

Main initiatives/ measures to improve motivation

The National Curriculum for English states that the curriculum should provide opportunities for pupils to become involved in events and activities that inspire reading. At key stage 3 (ages 11 to 14), for example, such events could include book groups, National Book Week, National Poetry Day, readathons, acting as reading buddies for younger pupils, and visits to bookshops and local libraries. Specific initiatives to encourage wider reading and reading for pleasure include: Childrens Book Week - an annual celebration of reading for pleasure which takes place in the first week of October and has been running for 80 years. Schools, libraries and other venues hold activities to encourage children to read for pleasure. Activities include author and illustrator visits to schools, books swaps, library and bookshop visits, creative writing activities, writing and performing plays based on favourite stories and making a film version of a favourite book. Booktrust (http://www.booktrust.org.uk) receives funding from the Department for Education (DfE) and publishers to provide babies and young children with books through the Bookstart, Booktime, Booked Up and Letterbox Club schemes. Bookstart aims to give a free pack of books to every baby in the UK at seven months and at three years. Booktime is aimed at children shortly after they first start school and Booked Up at children in their first year of secondary school. The Letterbox Club provides books for children in local authority care. Specialist books are also offered for children who are blind or partially sighted (Booktouch) and for deaf children (Bookshine). Bookstart was initially launched as a pilot programme in 1992; Booktime and Booked Up started in 2006 and 2005 respectively. In 2012/13, the School Library Pack will replace Booked Up. The School Library Pack will give school libraries fiction and non-fiction books and resources to encourage a reading culture. The Summer Reading Challenge aims to encourage children (ages 4 to 11) to visit the public library and read six books over the long summer break when their reading skills can decline without regular reading activity at school. The challenge is promoted in schools before the summer holidays. It has a different theme each year and uses interactive materials such as stickers to collect, a website with author blogging and games and creative activities run by libraries. This ongoing programme has been running since 1998, and is coordinated by The Reading Agency, a charitable organisation which receives support from Arts Council England. A new reading competition open to all 7- to 12-year-olds was announced by the Government in February 2012. Launching in autumn 2012, this initiative aims to: involve school-led events which ministers envisage will result in local, regional and national prizes to make reading more attractive; contain a strong peer-to-peer element, including getting young people to select competition titles; create a link between school and home to encourage the involvement of parents to support their children.

Key Competences in the curriculum England, 2011/12

October 2012

Key Competence Mathematics

National strategy/ action plan Status in the curriculum For information on the National Numeracy Strategy and on the future status of mathematics in the National Curriculum see the section on mother tongue (reading). Mathematics is a compulsory subject throughout compulsory education (key stages 1 to 4, ages 5 to 16). It is defined in the National Curriculum as one of three core subjects and, as such, is subject to statutory assessment arrangements. The National Curriculum for mathematics states that the curriculum should also provide opportunities for pupils to work on mathematical problems that arise in other subjects. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. For pupils in key stages 1 to 3 (ages 5 to 14), the National Curriculum for mathematics defines attainment targets setting out expected standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. There are attainment targets for each of the skills and processes in the programme of study. There are four attainment targets for primary mathematics: using and applying mathematics; number and algebra; shape, space and measurements; handling data. At secondary level, there are different attainment targets: mathematical processes and applications; number and algebra; geometry and measures; handling data. The National Curriculum for mathematics at primary level (key stages 1 and 2, ages 5 to 11) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199044/mathematics The National Curriculum for mathematics at secondary level (key stages 3 and 4, ages 11 to 16) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199003/mathematics For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives are contained within Ofquals subject criteria for GCSE examinations, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. There are separate subject criteria for mathematics and statistics, which can be taken as an additional optional subject. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. There is statutory teacher assessment in mathematics at the end of key stages 1 (age 7) and 2 (age 11). Optional tests are available to support teacher assessment for Year 3 (age 8), Year 4 (age 9) and Year 5 (age 10). The tests are marked by schools and they can decide how to
October 2012 7

Learning outcomes/ objectives

Nationally standardised tests

Key Competences in the curriculum England, 2011/12

and examinations

use the test results. At the end of key stage 2 (age 11), there are externally set and marked statutory tests. At the end of key stage 3 (age 14), there is statutory teacher assessment in mathematics. Optional tests are available to support teachers for Year 7 (age 12), Year 8 (age 13) and Year 9 (age 14). The tests are marked by schools and they can decide how to use the test results. At key stage 4 (age 16), assessment is through the General Certificate of Secondary Education (GCSE), a single subject qualification. The number and range of subjects to be taken are not regulated. However most pupils take GCSE mathematics. Success in this subject is highly valued by employers and for progression to further study. It is also recognised in school performance tables through two indicators: 5 GCSEs at grade C or better including English and mathematics, and the English Baccalaureate (not a qualification in itself, but a school performance measure recognising attainment across a core of academic subjects). Functional skills, i.e. practical skills that enable learners to deal with practical problems and challenges are embedded in the programme of study leading to the GCSE in mathematics. Free-standing qualifications in functional skills in mathematics are also available. See the section on mother tongue (reading). Free-standing mathematics qualifications (FSMQ) are also available for schools to offer to, for example, students who have taken their GCSE mathematics a year early. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely recognised general qualification, with students typically taking three subjects. Mathematics-related A levels include mathematics, statistics and further mathematics. Ofquals subject criteria for A levels are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-alevel-subject-criteria. See section on mother tongue (reading) for information on targets for student attainment. The Every Child Counts (ECC) programme focuses on the lowest-attaining pupils in Year 2 (age 6) of primary education. It aims to enable them to reach the expected levels of attainment in mathematics by the end of key stage 1 (age 7) and beyond. The programme provides training and support for teachers so they can work with children in one-to-one and/or small group intervention sessions. Pupils receive daily intervention sessions for approximately 12 weeks. This programme formerly received separate government funding but, from 2011/12, is provided to schools as a costed service from local Every Child Counts providers; schools pay for this from their overall delegated budget. There have been several studies which discuss low achievement in mathematics and measures to tackle this: In 2008, the Williams report was published: The Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools.

Main initiatives/ measures to tackle low achievement

Key Competences in the curriculum England, 2011/12

October 2012

The principal conclusions of this Review centre on the teaching force, rather than the content of the programme of learning in primary and early years. The key recommendation was for a Mathematics Specialist to be in every primary school, to champion the subject and to help to achieve best pedagogical practice. The report is available at: http://dera.ioe.ac.uk/8365/1/Williams%20Mathematics.pdf In 2011, the Advisory Committee on Mathematics Education published Mathematical Needs: Mathematics in the workplace and in Higher Education. The most striking difference identified by the report between the mathematics provision here and in other comparable countries, is the two-year gap for most young people between the end of GCSE and the start of university or employment, during which the large majority don't do any mathematics. The report is available at: http://www.acme-uk.org/media/7624/acme_theme_a_final%20(2).pdf In April 2011, Ofsted , the inspectorate, published Tackling the challenge of low numeracy skills in young people and adults. This report evaluates the quality of numeracy provision for young people and adults and explores effective practice and the most commonly identified reasons for underperformance. The report also presents the main challenges in improving numeracy skills. It is available at: http://www.ofsted.gov.uk/resources/tackling-challenge-of-low-numeracy-skills-young-people-and-adults In November 2011, Ofsted published a further report which examined the work of a sample of 20 primary schools, all of which had strong track records of high achievement in mathematics. It focused on identifying characteristics of effective practice in building pupils secure knowledge, skills and understanding of number so that they demonstrate fluency in calculating, solving problems and reasoning about number. It is available at: http://www.goodpractice.ofsted.gov.uk/downloads/documents/Good%20practice%20in%20primary%20mathematics.pdf STEMNET is a coordinating organisation supported by funding from the Department for Business, Innovation, and Skills (BIS), the Department for Education (DfE) and The Gatsby Charitable Foundation. Its purpose is to create opportunities to inspire young people in Science, Technology, Engineering and Mathematics (STEM). STEMNET runs three programmes to help realise its vision: The STEM Ambassadors Programme is STEMNET's flagship programme. It relies on over 25,000 volunteers who offer their time and support to promote STEM subjects to young learners. It is a free resource for teachers, helping them deliver the STEM curriculum in fresh and innovative ways. STEM clubs allow children to explore, investigate and discover STEM subjects in a stimulating learning environment, away from the constraints of the school timetable or a prescribed curriculum. They allow pupils and their club leaders to work together and explore many different ideas and activities. STEMNET coordinates 45 organisations across the country to offer impartial advice and guidance to schools through the Schools STEM Advisory Network. Through strong links with business organisations, the service aims to ensure that all schools and colleges can offer their students programmes which support the curriculum and increase the quality and quantity of students moving into further STEM education, training and development.
Key Competences in the curriculum England, 2011/12 October 2012 9

Main initiatives/ measures to improve motivation

Information is available at: http://www.stemnet.org.uk/ The National Centre for Excellence in the Teaching of Mathematics (NCETM) is a government-funded initiative which aims to improve teaching and learning at all stages of mathematics by acting as a hub for professional networking and collaborative development of successful practice. Information is available at: http://www.tribalgroup.com/casestudies/pages/NCETM.aspx

Key Competences in the curriculum England, 2011/12

October 2012

10

Key Competence Science

National strategy/ action plan Status in the curriculum For information on the national strategies and on the future status of science in the National Curriculum, see the section on mother tongue (reading). Science is a compulsory subject throughout compulsory education (key stages 1 to 4, ages 5 to 16). It is defined in the National Curriculum as one of three core subjects and as such is subject to statutory assessment arrangements. Typically, science is taught in an integrated fashion in primary schools, but there is more variation at secondary level where it may be taught in an integrated fashion or as separate sciences (physics, chemistry and biology). At key stage 4 students have a statutory entitlement regarding the science courses followed leading to GCSE (see below). There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. For pupils in key stages 1 to 3 (ages 5 to 14), the National Curriculum for science defines attainment targets setting out expected standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. There are attainment targets for each of the skills and processes in the programme of study. The four attainment targets for primary school science are: scientific enquiry; life processes and living things; materials and their properties; physical processes. The four attainment targets for secondary science are: how science works; organisms, their behaviour and the environment; materials, their properties and the Earth; energy, forces and space. The National Curriculum for science at primary level (key stages 1 and 2, age 5 to 11) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199179/science The National Curriculum for science at secondary level (key stages 3 and 4, ages 11 to 16) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198831/science For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives are contained within Ofquals subject criteria for GCSE examinations, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. Science subjects can be studied as one, two or three GCSEs, and there are separate subject criteria for combined science and for the three separate sciences (biology, chemistry and physics). The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected.
Key Competences in the curriculum England, 2011/12 October 2012 11

Learning outcomes/ objectives

Nationally standardised tests and examinations

At the end of key stages 1 (age 7) and 2 (age 11 age), there is statutory teacher assessment in science. In addition, national sampling is used at the end of the key stage 2 programme of study (age 11) to monitor standards nationally. At the end of key stage 3 (age 14), there is statutory teacher assessment in science. Optional tests are available to support teachers for Year 9 (age 14). The tests are marked by schools and they can decide how to use the test results. At key stage 4 students have a statutory entitlement to have access to a course of study leading to at least two science GCSEs. Schools have to offer all students access to either science GCSE and additional science GCSE or all three of physics, chemistry and biology GCSEs. Schools may choose to offer other combinations of qualifications, but these must be in addition to, rather than instead of, these combinations. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely taken general qualification, with students typically selecting three subjects. Science subjects available at A level include physics, chemistry, biology and others, such as electronics and environmental science. Ofquals subject criteria for A levels are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria. There are no large-scale initiatives focusing specifically on low attainment in science. Teachers are expected to differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support. See the section on mathematics for details of STEMNET. The British Science Association, a membership organisation established as a charity, provides a range of science, technology, engineering and maths (STEM) enrichment activities which aim to inspire and engage 5- to 19-year-olds. This aim is achieved through nationally recognised award schemes, support for STEM clubs, the National Science and Engineering Competition and collaborative events such as the Big Bang: UK Young Scientists' and Engineers' Fair. More information is available here: http://www.britishscienceassociation.org/ SCORE (Science Community Representing Education) is a partnership between the Association for Science Education, the Institute of Physics, the Royal Society, the Royal Society of Chemistry and the Society of Biology. The partnership aims to provide a coherent voice for the science education community on the long term issues in science education. SCORE partners want all young people to experience a modern, relevant and engaging curriculum with an appropriate assessment framework. The SCORE committee meets eight times a year to discuss key issues on science education and identify common policy areas on which to work together. SCORE provides advice to government, its agencies and other organisations on the issues outlined above. More information is available here: http://www.score-education.org/home

Main initiatives/ measures to tackle low achievement Main initiatives/ measures to improve motivation

Key Competences in the curriculum England, 2011/12

October 2012

12

Key Competence Foreign Languages

National strategy/ action plan The National Languages Strategy, Languages for All: Languages for Life was published by the, then, Department for Education and Skills in December 2002. https://www.education.gov.uk/publications/eOrderingDownload/DfESLanguagesStrategy.pdf One of its key objectives was to introduce an entitlement to language learning at primary school at key stage 2 (ages 7 to 11). This objective was supported by significant government funding for developing primary languages. This funding stream ended in April 2011. At primary level, there is no statutory requirement to teach a modern foreign language. However, for those primary schools that are teaching, or planning to teach, a modern foreign language there are curriculum guidelines designed for use with pupils in Years 5 (age 10) and 6 (age 11). Modern foreign languages is a compulsory subject from the age of 11 to 14 (key stage 3). From 14 to 16 (key stage 4), pupils may opt to continue learning a foreign language and schools are required to offer at least one. The languages schools can offer may include major European and world languages such as Arabic, French, German, Italian, Japanese, Mandarin, Russian, Spanish and Urdu. More information on the languages schools may teach and the factors that influence their choice is available here:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199616/mfl/languages

Status in the curriculum

The current review of the National Curriculum in England is considering the place of modern foreign languages within the National Curriculum beyond September 2014. See the section on planned reforms.
There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of

Learning outcomes/ objectives

the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. At primary level, the non-statutory guidance for modern foreign languages defines four attainment targets: listening and responding; speaking; reading and responding; and writing, with four level descriptions for each attainment target. The guidelines for modern foreign languages at primary level are here:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199137/mfl

For pupils in key stage 3 (ages 11 to 14), the National Curriculum for modern foreign languages defines attainment targets setting out expected
standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. There are four attainment targets, one for each of the skills and processes in the programme of study: listening and responding; speaking; reading

and responding; and writing. The National Curriculum for modern foreign languages at key stage 3 is here:

Key Competences in the curriculum England, 2011/12

October 2012

13

http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199616/mfl

There are no recommendations establishing minimum levels of attainment for foreign languages corresponding to the six proficiency levels in foreign languages as defined and described in the Common European Framework of Reference for Languages (Council of Europe). For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives are contained within Ofquals subject criteria for GCSE examinations in modern foreign languages, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. There are no statutory tests in modern foreign languages at key stages 1 to 3 (ages 5 to 14). At key stage 4 (age 16), pupils are assessed through the General Certificate of Secondary Education (GCSE), a single subject qualification. There are no regulations governing the number and range of subjects to be taken; these depend on the policy of the school and the choices of the individual pupil. Success at grade C or higher in a modern foreign language is recognised by the English Baccalaureate (not a qualification in itself, but a school performance measure recognising attainment across a core of academic subjects). Around a third of schools also offer alternative non-GCSE accreditation, such as National Vocational Qualifications (NVQs) and Asset Languages. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely taken general qualification, with students typically selecting three subjects. Ofquals subject criteria for A levels are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria. There are no special initiatives to tackle low achievement in modern foreign languages. Teachers are expected to differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support. Since languages were made non-statutory at key stage 4 (ages 1416) in 2004, the proportion of students taking a language qualification has gradually declined from 61 per cent in 2005 to 44 per cent in 2010.1 Measures are now being taken aimed at reversing this decline. The English Baccalaureate was introduced as a school performance measure in the 2010 school performance tables. It is not a qualification in itself, but recognises where pupils have secured a C grade or better at GCSE across a core of academic subjects English, mathematics, history or geography, the sciences and a modern foreign language. It aims to encourage schools to open up opportunities in some key subjects where take-up has been declining, such as languages. In 2011, Ofsted published Modern Languages: Achievement and Challenge 2007-2010. This report found that the introduction of the English
1

Assessment

Main initiatives/ measures to tackle low achievement Main initiatives/ measures to improve motivation

http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010

Key Competences in the curriculum England, 2011/12

October 2012

14

Baccalaureate had already had an impact. It also found an increase in modern foreign language provision at primary school level. Although modern language provision was generally good and pupils were found to be enthusiastic, the report recommends that motivation could be improved by pupils being given more opportunity to use languages spontaneously and by improving intercultural understanding. The report is available at: http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010

Key Competences in the curriculum England, 2011/12

October 2012

15

Key Competence Digital Competence

National strategy/ action plan Status in the curriculum For information on the national strategies see the section on mother tongue (reading). Information and Communication Technology (ICT) is a compulsory subject throughout compulsory education (key stages 1 to 4, ages 5 to 16). The National Curriculum for ICT at primary level (key stages 1 and 2, age 5 to 11) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199028/ict The National Curriculum for ICT at secondary level (key stages 3 and 4, age 11 to 16) is here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199065/ict The National Curriculum for ICT states that pupils should be given opportunities to use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them. The current review of the National Curriculum in England is considering the place of ICT within the National Curriculum beyond September 2014. Until this review is complete, the teaching of ICT remains a statutory requirement throughout compulsory education, but from September 2012, schools need no longer follow the programmes of study. They will be free to develop their own curricula for ICT that best meet the needs of their pupils. See the section on planned reforms. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. For pupils in key stages 1 to 3 (ages 5 to 14), the National Curriculum for ICT defines attainment targets setting out expected standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives are contained within Ofquals subject criteria for GCSE examinations in ICT, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. There are no nationally standardised tests or examinations in digital competence/ICT at key stages 1 to 3 (ages 5 to 14). The current review of the National Curriculum in England is considering the place of ICT within the National Curriculum beyond September 2014. Until this review is complete, the teaching of ICT remains a statutory requirement throughout compulsory education, but from September 2012, schools need no longer follow the programmes of study, nor assess against the attainment targets. They will be free to
Key Competences in the curriculum England, 2011/12

Learning outcomes/ objectives

Assessment

October 2012

16

develop their own curricula for ICT that best meet the needs of their pupils. See the section on planned reforms. At key stage 4 (ages 14 to 16), pupils are assessed through the General Certificate of Secondary Education (GCSE), a single subject qualification. There are no regulations governing the number and range of subjects to be taken. As well as full GCSEs in ICT, there are also short course GCSEs. These are worth half a full GCSE and are designed to meet the requirement of the National Curriculum for ICT, while not taking up the curriculum time of a full GCSE. There are also non-GCSE qualifications at the same level available for schools to offer. Functional skills, i.e. practical skills that enable learners to deal with practical problems and challenges, are embedded in the programme of study leading to GCSE. Free-standing qualifications in functional skills in ICT are also available. See the section on mother tongue (reading). There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely taken general qualification, with students typically selecting three subjects. Ofquals subject criteria for A levels in ICT and computing are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria There are no special arrangements to tackle low achievement in ICT. Teachers are expected to differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support. The proposed changes to the curriculum from September 2012 aim to make computer science more engaging and relevant to pupils. Microsoft, Google and Cambridge University have had some input into the new curriculum to make it more relevant for the workplace. New technology will also be used more effectively to give pupils a better idea of what can be achieved through ICT.

Main initiatives/ measures to tackle low achievement Main initiatives/ measures to improve motivation

Key Competences in the curriculum England, 2011/12

October 2012

17

Key Competence Social and Civic Competences

National strategy/ action plan Status in the curriculum There is no national or central level strategy or action plan specifically for this subject area. Sex and relationships education (SRE) In primary education (ages 5 to 11), sex education is not a compulsory subject, although schools must have a policy on whether it is included in the curriculum. It is taught in most primary schools, typically as part of personal, social and health education (PSHE). There is statutory guidance on SRE which is currently under review as part of a review of PSHE. A non-statutory programme of study for this subject is available, providing opportunities for schools to fulfil their legal responsibilities to promote pupils well-being and their spiritual, moral, social and cultural development according to their own individual circumstances. It is available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe At key stages 3 and 4 (ages 11 to 16), sex education is considered to be part of the basic curriculum, i.e. a compulsory subject but standing outside the National Curriculum. It is typically taught in the context of personal, social, health and economic education (PSHEE). There are two non-statutory programmes of study for PSHEE at key stages 3 and 4: personal wellbeing, and economic wellbeing and financial capability. These provide opportunities for schools to teach sex and relationships education and to fulfil their legal responsibilities to promote pupils well-being and their spiritual, moral, social and cultural development according to their own individual circumstances. The progrmmes of study are available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee Although subjects in the National Curriculum and the basic curriculum are specified separately, this does not mean that schools are required to teach them separately. One subject can be combined with another or a subject can be woven into the teaching of other subjects or taught in separate lessons. Social and civic competences are among those that are often taught in a cross-curricular way. Citizenship In primary education (ages 5 to 11), citizenship is not a compulsory subject. It is, however, taught in most schools, A non-statutory programme of study is available, providing opportunities for schools to fulfil their legal responsibilities to promote pupils well-being and their spiritual, moral, social and cultural development according to their own individual circumstances. It is available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship At key stages 3 and 4, (ages 11 to 16), citizenship is a compulsory subject in the National Curriculum and has its own programme of study, available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199157/citizenship The current review of the National Curriculum in England is considering the place of citizenship within the National Curriculum beyond September 2014. See the section on planned reforms.
Key Competences in the curriculum England, 2011/12 October 2012 18

Learning outcomes/ objectives

There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. Sex and relationships education (SRE) For PSHE and PSHEE there are no attainment targets but there are end of key stage statements. The statements for the end of key stages 1 and 2 (ages 7 and 11) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe/statements The statements for the end of key stage 3 (age 14) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks3/personal/statements The statements for the end of key stage 4 (age 16) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks4/personal/statements Citizenship At key stages 1 and 2 (ages 5 to 11), teachers are advised that the level descriptions which accompany the statutory secondary curriculum for citizenship (key stages 3 and 4, ages 11 to 16) can be used to provide a guide to progression and attainment at key stages 1 and 2. For pupils at key stage 3 (ages 11 to 14), the National Curriculum defines attainment targets for citizenship, setting out expected standards of student performance in terms of eight level descriptions, plus a description of exceptional performance above level eight. For pupils in key stage 4 (ages 14 to 16), learning outcomes and objectives for citizenship are contained within Ofquals subject criteria for GCSE examinations in citizenship studies, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications.

Assessment

For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. There are no nationally standardised tests or examinations in social and civic competences at key stages 1 to 3 (ages 5 to 14). At key stage 4 (age 16), assessment is through the General Certificate of Secondary Education (GCSE), a single subject qualification. The number and range of subjects to be taken are not regulated. Citizenship studies is available as a full GCSE and as a short course GCSE, worth half a full GCSE. The short course GCSE meets the requirement of the statutory National Curriculum for citizenship, while not taking up the curriculum time of a full GCSE. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Programmes of study for students in this phase reflect their choice of courses leading to nationally recognised qualifications. GCE A levels are the most widely taken general qualification, with students typically selecting three subjects. Ofquals subject criteria for A levels in citizenship studies are available here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria

Key Competences in the curriculum England, 2011/12

October 2012

19

Main initiatives/ measures to tackle low achievement Main initiatives/ measures to improve motivation

There are no specific initiatives to tackle low achievement in this area. Teachers are expected to differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support. The Citizenship Foundation is an independent education and participation charitable organisation, funded by corporate organisations, government, professional organisations, and charitable trusts and foundations. It has as one of its three strategic objectives, making citizenship education more active and accessible, in and out of schools. It provides practical support for better citizenship education. Further information is available here: http://www.citizenshipfoundation.org.uk/index.php

Key Competences in the curriculum England, 2011/12

October 2012

20

Key Competence Sense of Initiative and Entrepreneurship

National strategy/ action plan Status in the curriculum There is no national or central level strategy or action plan specifically for this subject area. Enterprise education (a broader term that is used rather than entrepreneurship education) is explicitly recognised and is part of other subjects which are themselves non-statutory, but which are taught in most schools as part of a broad and balanced curriculum. These include: Personal, Social and Health Education (PSHE) at key stages 1 and 2 (ages 5 to 11) http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe Economic wellbeing and financial capability within Personal, Social and Health and Economic Education (PSHEE) in key stages 3 and 4 (ages 11 to 16) http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee The Government is currently conducting a review of the quality and content of PSHE and its place in the curriculum. For more information see the section on reforms. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. Students are free to choose any combination of the examination courses within the limitation of a school or colleges timetable and the range of subjects it offers. For PSHE and PSHEE there are no attainment targets, but there are end of key stage statements. The statements for PSHE for the end of key stages 1 and 2 (ages 7 and 11) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199209/pshe/statements The statements for the economic wellbeing and financial capability strand of PSHEE for the end of key stage 3 (age 14) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks3/economic/statements The statements for the economic wellbeing and financial capability strand of PSHEE for the end of key stage 4 (age 16) are here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks4/economic/statements For pupils who choose to take a GCSE in business studies, learning outcomes and objectives are contained within Ofquals subject criteria for GCSE examinations, available here: http://www.ofqual.gov.uk/downloads/category/192-gcse-subject-criteria. The qualifications themselves are offered by awarding organisations; more detailed information is provided in their GCSE specifications. Assessment For students in post-compulsory education, the learning outcomes and objectives depend on the programmes selected. There are no nationally standardised tests or examinations in entrepreneurship/enterprise education at key stages 1 to 3 (ages 5 to 14). At key stage 4 (age 16), assessment is through the General Certificate of Secondary Education (GCSE), a single subject qualification. The
Key Competences in the curriculum England, 2011/12 October 2012 21

Learning outcomes/ objectives

number and range of subjects to be taken are not regulated. Some schools offer business studies GCSE as an optional subject. Other nonGCSE qualifications in business studies are also available. There is no National Curriculum for students aged 16 to 18/19 in post-compulsory education. For students who choose to take a GCE A level in business studies, Ofquals subject criteria are here: http://www.ofqual.gov.uk/downloads/category/191-gce-as-and-a-level-subject-criteria There are no specific initiatives to tackle low achievement in enterprise education. Teachers are expected to differentiate their teaching to meet the needs of all students. For pupils whose attainment falls significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. Pupils with additional learning needs may receive extra support. The Enterprise Education Trust was established to provide flexible, interactive programmes that use real life business experience to inform, involve and inspire young people of all abilities. The programmes aim to develop the skills employers want and to increase students' knowledge of business, bridging the gap between school and work. More than 90000 14- to 19-year-olds benefit from the Trusts education programmes every year. http://www.enterprise-education.org.uk/ To support enterprise in schools, the Government is enhancing online resources for teachers at the Enterprise Village and promoting recruitment of 2500 local enterprise champions through the Inspiring the Future website. More information is available here: http://www.inspiringthefuture.org/. It is also supporting the Premier League Enterprise Academy programme, which provides 11- to 19-yearolds with advice and enterprise activities, introducing them to business and self-employment. http://www.bis.gov.uk/news/topstories/2011/Nov/mark-prisk-kicks-off-global-entrepreneurship-week The Government published A Guide to Enterprise Education in 2010. The report recommended that enterprise education would be more effective if integrated into the existing curriculum. https://www.education.gov.uk/publications/eOrderingDownload/00228-2010BKT-EN.pdf Ofsted, the inspectorate, has also published several reports on this subject, including Economics, Business and Enterprise Education (2011). which evaluated the strengths and weaknesses in economics, business and enterprise education in primary schools, secondary schools and colleges. It covered both formally assessed economics and business courses taken by students aged 14 to 18 in secondary schools and colleges and whole-school enterprise education. The report is available here: http://www.ofsted.gov.uk/resources/economics-business-andenterprise-education

Main initiatives/ measures to tackle low achievement Main initiatives/ measures to improve motivation

Key Competences in the curriculum England, 2011/12

October 2012

22

Planned Reforms Affecting Key Competences

The National Curriculum A major review of the National Curriculum is underway. The review is considering what subjects should be compulsory at what age and what children should be taught in the main subjects at what age. A new National Curriculum will be introduced from September 2014. Its final shape has not yet been determined, but it will be informed by a report, published in February 2012, from an expert panel. This recommends that detailed programmes of study and attainment targets (specific learning outcomes) should be provided only for the three core subjects, English, mathematics and science, while the requirements for other compulsory subjects should be slimmed down. Further information is available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum Literacy A new statutory phonics-based reading progress check was introduced in the 2011/12 academic year for all pupils in Year 1 (ages 5/6). The phonics screening check is designed to confirm whether individual children have learnt phonic decoding to an appropriate standard. Children who do not achieve the appropriate standard should receive support from their school to ensure they can improve their phonic decoding skills. These children will then be expected to retake the phonics screening check the following year. Changes are being made to the General Certificate of Secondary Education (GCSE) to provide separate assessment of spelling, punctuation and grammar, with an allocation of five per cent of total marks. In the first instance, from September 2012, this will affect those subjects that involve extended writing: English, geography, history and religious studies. The draft Ofsted Framework for the Inspection of Initial Teacher Education lays increased emphasis on literacy standards and states that, from September 2012, inspections of initial teacher education will: focus on the quality of training and trainees knowledge, understanding and competence in developing pupils literacy skills, including using systematic phonics within the teaching of reading. http://www.ofsted.gov.uk/resources/framework-for-inspection-of-initial-teacher-education2012 The Boys Reading Commission issued its final report in July 2012. Its recommendations include weekly access to male reading role models and that parenting initiatives must specifically support literacy and fathers.* A literacy catch-up programme was announced in July 2012 for disadvantaged pupils who fail to reach the expected level of English by the end of primary school. Further information is available.* A new national schools reading competition was launched by the Department for Education (DfE) in October 2012. Read for my School is open to children in primary schools in years 5 and 6 (ages 9 to 11). Further information is available * From the 2012/13 school year, pupils in year 6 (age 11) will take the new English grammar, punctuation and spelling test at the end of primary school. Further information is available.*
Key Competences in the curriculum England, 2011/12 October 2012 23

*Information added in October 2012, outside of reference year 2011/12. ICT On 18 January 2012, the Government launched a public consultation on its proposal to disapply the National Curriculum Programmes of Study for ICT and associated attainment targets and assessment arrangements, from September 2012. ICT will continue as a compulsory subject until at least September 2014, pending the outcome of the current review of the National Curriculum. The aim of the proposed interim measure is to allow schools to develop and choose more engaging and rigorous courses and, in particular, courses that place more emphasis on programming and computer science. More information is available here: http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum/b0075667/national-curriculum-review-update In October 2012, the Department for Education announced the following measures aimed at improving the teaching of computer science. New computer science initial teacher training courses will be introduced from September 2013. Scholarships will be offered to top graduates to encourage them to undertake the new courses. There will also be opportunities for existing teachers to undertake computer science training through a new Network of Computer Science Teaching Excellence. Further information is available. *Information added in October 2012, outside of reference year 2011/12. PSHE The Government launched a review of personal, social, health and economic (PSHE) education in July 2011. PSHE education stands outside the National Curriculum and hence outside the remit of the current National Curriculum review. The PSHE education review will: consider the core outcomes which PSHE education is expected to achieve and the core of knowledge and awareness that the Government should expect pupils to acquire at school look at whether the national, non-statutory frameworks and programmes of study are an effective way of defining content explore how schools can better decide for themselves what else pupils need to know, in consultation with parents and others locally consider whether elements of PSHE education should be made statutory within the basic curriculum (in addition to sex education) consider how to simplify the statutory guidance on sex and relationships education, including strengthening the priority given to teaching about relationships, the importance of positive parenting and teaching young people about sexual consent. Sense of initiative and entrepreneurship The first Studio Schools opened in September 2010. In its November 2010 White Paper, The Importance of Teaching, the Government outlined plans for further expansion of these schools Studio Schools are designed for 1419 year olds of all abilities. They are small schools for 300 students, with year-round opening and a 95 working day. They work closely with local employers and offer a range of academic and vocational qualifications, including GCSEs in English, maths and science, as well as paid work placements linked directly to employment opportunities in the local area. More information is available here: http://www.studioschoolstrust.org/
Key Competences in the curriculum England, 2011/12 October 2012 24

Key Competences in the curriculum England, 2011/12

October 2012

25