National Curriculum review - A springboard for success?

The EYFS Statutory Framework (DfE, 2012) presents a thoroughly informed vision about the early years, recognising the essential need for a balanced approach between the emotional, social, physical and intellectual areas of each child's development.

This clarity about aims and purpose underpins every aspect of the EYFS curriculum and informs pedagogy and assessment. An overarching set of principles is clearly articulated, emphasising the uniqueness of each child and the importance of positive relationships within an enabling environment. Recognition is also given to the fact that children develop and learn in different ways and at different rates.

Contrast this, however, with the aims of the draft National Curriculum (DfE, 2013a) that give 'freedom' to teachers to focus on 'rigour', 'high standards' and 'essential knowledge in the key subject disciplines'. These aims are not presented within a principled evidence-based framework, but as a manifesto to meet the demands of the economy and a competitive global market.

There is an insistence that England's performance needs to improve in international rankings and that our children must be prepared for future employment. There is no mention of the individual child other than as a passive recipient of a knowledge-based curriculum. What is clearly missing is a compelling, distinct vision for primary education that is founded on evidence.

The final report of The Cambridge Primary Review (Alexander, 2010:197-9) offered aims for primary education that encompass the needs of the individual child, the individual in relation to others and the wider world. These aims encompass the educational process of knowing, understanding, exploring and making sense.

The evidence gathered and synthesised by the Cambridge Primary Review demonstrates that a primary phase inspired by such aims, and expertly taught through a broad, balanced curriculum, enables children to achieve and attain highly.

Ironically, this is the same outcome that the draft National Curriculum aspires to. However, the draft National Curriculum lacks core purpose and coherence about each child's learning in favour of a narrow set of demands about 'standards'.

Therefore, it is absolutely imperative that schools build a school curriculum offer that goes beyond the National Curriculum. We need to continue to demonstrate that it is those children who love attending school and who develop an ambition for learning who will meet collective aspiration for future national success in the widest sense and that this culture is most effectively achieved when the curriculum excites the imagination of every child.

A challenge for school leaders

School leaders will need to take a principled approach to the 'greater freedom' on offer. Limited guidance on the wider curriculum may be taken by some as an opportunity to narrow the curriculum in response to perceived accountability demands from Ofsted. This in turn could lead to increased downward pressure on the Foundation Stage in pursuit of improved attainment in core subjects and 'school readiness'.

The consultation document (DfE: 2013a:5) seeks to distinguish the demands of a statutory National Curriculum and the whole school curriculum. Within a self-improving system, school leaders are encouraged to respond in an informed and innovative manner to the needs of their school and community.

This is where hope lies. It is through the school curriculum, as opposed to the National Curriculum, that emphasis can continue to be placed on activities such as outdoor learning, cultural experiences and play.

Confident, informed teachers will know that the best way to enable children to acquire skills and knowledge is to inspire them to learn and to self-regulate. They know that we need creativity in order to sustain rigour and that future employers will celebrate young people who are independent, innovative thinkers with a commitment to others. All of these aspirations build on a strong Foundation Stage ethos.

Transition into the primary phase

The KS1 curriculum focuses on English, mathematics and science with renewed ambition for computer science.The remainder of the curriculum for foundation subjects is presented briefly.

History is the exception.This draft programme of study demands that fiveto seven-year-olds should understand historical concepts such as civilisation, monarchy, parliament, democracy, war and peace.

Our knowledge of how children learn in the EYFS shows us that if we wish to teach concepts such as these, the best chance will be through experiential opportunities supported by reflection to reinforce emerging understanding.

Those who judge quality of teaching and learning in primary education will need to support and reward pedagogy that builds on the best EYFS practice if we are to enable and empower teachers to meet curricular demands such as these. The worrying alternative will be to ask children to 'parrot' terminology without securing understanding.

Broad and balanced?

There is a stark imbalance between the amount of detail in the proposed programmes of study for English, mathematics and science in comparison with the remainder of the curriculum. These subjects are referred to as 'the building blocks of education' (ibid 2013a:4).

Does this imply that other areas of the curriculum are much less essential, even decorative? The evidence presented by the Cambridge Primary Review demonstrates that breadth of curricular experience should be an entitlement for all children, as this enables meaningful connections to be made.

Limited guidance within the draft programmes of study is problematic, as some schools may lack the confidence and capacity to respond to such brief curricular programmes in a manner that ensures quality and depth in a range of subjects.

The challenge for schools will be to respond to the welcome fact that all foundation subjects have been retained within the National Curriculum, ensuring that every area of the curriculum is taught well and enhances knowledge, skill and understanding.

Spoken language

The EYFS prime area of communication and language is crucial throughout education. Emphasis on the importance of spoken language across the draft curriculum is not strong enough and as a consequence may be given scant regard.

This is another area where the curriculum must act as a springboard for informed pedagogy. This will be of vital importance in order that the excellent work begun within the EYFS is extended and enriched throughout school.

As Robin Alexander, director of the Cambridge Primary Review, states: 'Dialogic teaching harnesses the power of talk to engage children, stimulate and extend their thinking, and advance their learning and understanding.' (Alexander, 2004:37)

Assessment

The Government has signalled its intention to remove National Curriculum levels. This is welcome and could provide a ground-breaking opportunity to review formative assessment throughout the primary phase by building on EYFS methodology.

We need an alternative approach to assessment that offers children the opportunity to challenge themselves within an ambitious 'learning without limits' (Swann, 2012) environment where no child is written off or limited by labels. In the absence of counter-guidance from the DfE we have the freedom to seize this opportunity.

Professional courage

The risk for the EYFS is that the pedagogy of the early years may be misunderstood and ignored within the context of a primary curriculum that becomes narrowed through the ill-advised pursuit of raising standards.

This could lead to increased pressure on early years colleagues to focus on phonics, writing and mathematics with the short-term, impoverished aim of increasing attainment.

Conversely, with professional courage and vision, we could accept the invitation of freedom on offer to work in partnership within individual schools and alliances to build a curriculum that leaps beyond the National Curriculum. Through working collaboratively to embrace evidence about pedagogy, assessment and inclusive curriculum design, we could enable highly principled primary education to gain a new momentum.

Collective vision such as this, underpinned by mutual accountability, would build on the very best early years practice as a foundation for every child's future, thereby enabling outstanding achievement for all.

The teaching profession has to decide which route to take. We either embrace the freedom on offer, or resist this in favour of waiting for orders.

Alison Peacock is headteacher of The Wroxham School, Potters Bar, Hertfordshire and co-author of Creating Learning without Limits (Swann et al, 2012)

References:

• Alexander, RJ (ed) (2010), Children, their World, their Education: final report and recommendations of the Cambridge Primary Review, Routledge

• Alexander, RJ (2004), Towards Dialogic Teaching: rethinking classroom talk, Dialogos

• Department for Education (2012) Statutory Framework for the Early Years Foundation Stage

• Department for Education (2013a) Reform of the National Curriculum in England, Consultation Response Form

• Department for Education (2013b), The National Curriculum in England: Framework document for consultation

• Swann, M, Peacock, A, Hart, S, Drummond, MJ (2012), Creating Learning without Limits, Open University Press