Primary Curriculum

by Jane Turner | August 2012

Primary Curriculum
Jane Turner | August 2012

This paper summarises the background to recent

developments to science, technology, engineering
and mathematics (STEM) subjects in the primary
curriculum, highlights the key changes and their
implications, and identifies possible opportunities
and threats for Myscience.
It is written in full awareness that meeting the
STEM agenda is not a term that has currency in
most primary schools in 2012. Instead the key
drivers that determine practice and priorities
are Ofsted inspection criteria, publicly reported
accountability measures and, to a lesser extent,
the wish to develop more creative and autonomous
curricula and teaching methods.
It should also be noted that the authors expertise
and experience is in science in primary schools.

Background
Of the four STEM subjects mathematics has had
the greatest level of policy intervention over recent
years. Since the introduction of the Numeracy
Strategy in 1999 (updated in 2006) extra resources
have been directed into teaching mathematics in
primary school. The National Centre for Excellence
in the Teaching of Mathematics (NCETM) was set
up in 2006 to provide and signpost high quality
CPD resources to teachers and mathematics
education networks, including primary teachers, and
to encourage schools to share good practice. The
Labour Government commissioned an independent
review of mathematics teaching in primary schools
in 2008 led by Sir Peter Williams. This report found
no real problems with the current mathematics
curriculum, but concern was expressed about a lack
of mathematics expertise amongst primary teachers.
The report therefore recommended that there
should be at least one mathematics specialist in each
primary school in post within ten years, with deep
mathematical subject and pedagogical knowledge.

In response the two-year Mathematics Specialist

Teacher (MaST) Programme was set up to enable
teachers to become champions of mathematics,
to work to change attitudes towards the subject,
making it more accessible and relevant to children.
The Coalition Government has pledged to continue
to fund this scheme at a reduced level until 2013.
A report commissioned by the Conservative party
in 2009, led by Carol Vorderman and published
in 2011, made a similar recommendation calling
for better training to improve primary teachers
subject knowledge and confidence. The report also
criticised the mathematics SAT and called for a new
assessment to replace it. This recommendation was
not commented on by Michael Gove.
Science did not ever receive the Primary Strategy
treatment. This should have allowed it to flourish,
and it did in a few schools and local authorities.
Policy level intervention came in the form of the
network of Science Learning Centres, set up to
offer Continuing Professional Development (CPD)
to inspire teachers of science in all phases of
education. Science Learning Centre recruitment to
primary courses has generally been good. However
by 2010 the opinion presented in an article in the
ASE Education in Science journal1, that Its pretty
much all over for science in primary schools, was
frequently heard in primary schools and amongst
the wider science education community2. Cited in
evidence were: the well-publicised misconception
that science was downgraded from a core subject in
the Rose Review3 following its systematic squeezing
by the Literacy and Numeracy strategies, the sudden
withdrawal of the science SAT in 2009, the dearth of
new materials from publishers, and an acknowledged
lack of participation in science-focused CPD4.
1 Stringer, J. (2010) So Long Primary School Science, and Thanks for All the Fun,
Education in Science, 237, 12.
2 Wellcome Trust (2011) Primary Science Survey Report p. 1
3 DCSF (2009) Independent Review of the Primary Curriculum: Final Report London
4 Royal Society (2010) Science and Mathematics Education, 5-14.
London: The Royal Society pp. 45-57

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Concerns about primary science were widely aired

in scaremongering headlines, reports from scientific
institutions5 and the Cambridge Primary Review
which opined that science is far too important
to both a balanced education and the nations
future to be allowed to decline in this way6. Since
then there have been two significant, but at this
stage reasonably small scale projects, which are
impacting primary science. The Primary Science
Quality Mark (PSQM) rolled out across the UK in
2010, with the aim of raising the profile of science
in primary schools. It is now recruiting 500 schools
a year to a 12-month programme of school selfevaluation and development supported by CPD.
The Wellcome Trust, which has supported PSQM,
also launches the Primary Science Specialist Study
pilot in September 2012, in response to concerns
about low levels of science backgrounds amongst
primary teachers7. This 24-day intensive programme
of CPD for primary science co-ordinators without a
science background aims to build science-specific
knowledge, pedagogical expertise and leadership
skills. It will be delivered at the National Science
Learning Centre in York and regional Science
Learning Centres.
Design and technology (D&T) has been through
a difficult time recently. It was elevated by the
Rose Review in 2009 from its rather forgotten and
formulaic position as a foundation subject, to form
one half of one of the six areas of learning, Scientific
and Technological Understanding8. However since
the Rose Curriculums demise in the pre-election
wash up in 2010, D&Ts position in the primary
curriculum has been precarious. The Expert Panel for
the National Curriculum review reported that they
were not entirely persuaded of claims that design
and technology had sufficient disciplinary coherence
to be stated as a discrete and separate National
Curriculum subject. They therefore recommended
that design and technology was reclassified as part
of the basic curriculum. In response the Design and
Technology Association launched a We believe
in D&T campaign which garnered support from
significant organisations and individuals in the
design and technology community. Engineers were
amongst those supporting this campaign, fittingly
as engineering has never had a separate identity
from D&T in primary schools.

Current situation
Following a series of delays and amidst a welldocumented dispute between ministers and members
of the Expert Panel and within the panel itself9, draft
programmes of study for primary mathematics,
English and science were published on 11 June 2012.
Key stakeholders have been invited to comment on
these drafts, with full public consultation on revised
drafts which will start towards the end of this year.
The intention is to implement the new programmes
of study in 2014. New programmes of study (POS)
for all other subjects that are to form part of the new
National Curriculum will be available to schools by
September 2013, with teaching in maintained schools
to commence from September 2014. Michael Gove,
in his letter to accompany the draft programmes
of study10, announced that design and technology
will be included in this group, meaning that the
subject will be compulsory within the new National
Curriculum and will have a new statutory programme
of study. At the time of writing, the content of that
POS is unknown, but its anticipated publication has
been heralded by the D&T community.

Key features of the draft National

Curriculum
there are detailed programmes of study for
mathematics, science and English, which will
continue to be the key accountability subjects

5 Royal Society (2010) Science and Mathematics Education, 5-14.

London: The Royal Society pp. 3-10
6 Alexander, R. (Ed.) (2009) Children, their world, their education. The Cambridge
Primary Review. London: Routledge p. 493
7 Royal Society (2010) Science and Mathematics Education, 5-14. London: The
Royal Society pp. 31-43

8 DCSF (2009) Independent Review of the Primary Curriculum: Final Report London
pp. 168-174
9 http://www.bera.ac.uk/content/background-michael-gove%E2%80%99s-
response-report-expert-panel-national-curriculum-review-england
10 http://www.education.gov.uk/schools/teachingandlearning/curriculum/
nationalcurriculum/b0075667/national-curriculum-review-update Secretary
of State letter to Tim Oates regarding the National Curriculum Review 11
June 2012

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 programmes of study for art and design, design

and technology, geography, history, ICT, music
and PE will be shorter to allow for school level
development of content
the curriculum is organised in a year on year basis
it is a mastery curriculum - the current system
of levels of achievement will no longer be used.
Children will be expected to master a bank of
specifically age-related content
a system of grading will be devised
in all three programmes of study the importance
is stressed of using discussions to help pupils learn

Key changes to programme of

study for mathematics
the pace of teaching and learning is accelerated
many topics are introduced earlier, in some
instances three years earlier, and are taught faster

it contains new content on the solar system, speed

and evolution, and biographies of famous scientists
scientific enquiry is redesignated as working
scientifically and is not to be taught separately
and must be delivered through substantive
subject content
each years work includes a section on working
scientifically, which at KS1 includes observation,
performing simple tests, identifying, classifying and
recording findings, and at KS2 experimental control,
making predictions and writing explanations
children raising their own questions is not
included at all, and children planning their own
investigations is not included until upper KS2
there is an emphasis on reading and spelling
scientific vocabulary

Response from mathematics and

science education communities

there is a strong emphasis on both written and

mental calculation, including more advanced
calculations involving fractions and decimals

Both programmes of study have received a mixed

reception from the mathematics and science
education communities with:

it contains new content, such as addition and

subtraction of fractions, and recognition of
Roman numerals

a general acceptance of the idea that there is

scope for raised aspirations

there is a further emphasis on the importance

of rote-learning in relation to number facts and
underlying principles11

Key changes to programme of

study for science
the POS is a detailed specification of scientific
concepts and knowledge, with notes and guidance
which comprises background information and
suggestions for lessons, including practical
activities to demonstrate a concept

pointed questions asked about the underpinning

principles, research and ideology that have
influenced the content and structure
concern expressed about the passive tenor of
the drafts with children taught to explain, and
expected to recognise and to practise, rather
than actively discover, collect, compare, measure,
draw, test ideas or explore

11 Sources: http://www.naht.org.uk/welcome/comment/magazines/features/serieseducation-leaders-guide-to/guide-to-the-new-curriculum/guide-to-themathematics-curriculum/ and http://www.pearsonschoolsandfecolleges.co.uk/

Primary/GlobalPages/new-primary-mathematics-curriculum/ruth-merttens-draftprogramme-of-study-mathematics.aspx

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 inaccuracies and inconsistencies in content and

progression catalogued

Implications of the draft programmes of study for

mathematics and science can be grouped into two areas:

the primary school, thus potentially de-skilling

colleagues and denying children the advantages
of the connected, holistic learning experience that
has long been associated with primary education.
Whilst specialist knowledge in mathematics and
science teaching is valued, primary age children
benefit most when it is their class teacher that has
this and can then capitalise on their mathematics
and science learning across the curriculum.
A further implication of the increased subject
knowledge demand is that it offers an opportunity
for commercial publishers to produce materials
and resources designed to fill or mask the gaps in
teachers subject specific and pedagogic content
knowledge. If schools rely on textbooks as a
substitute for professional development or short
and medium term planning, this may not lead to
increased teacher confidence or competence, or
engaging and effective teaching and learning.

1. Implications arising from new demands

on primary schools and teachers

2. Implications arising from change in direction

in practice in primary schools

Both mathematics and science draft programmes

of study are ambitious, including content
previously not covered until KS3. It is already
acknowledged that there is a lack of mathematics
and science subject expertise in terms of background
qualifications amongst primary teachers14. The
increased conceptual demand of some parts of the
mathematics and science curriculum will legitimise
concerns in this area and increase the need for subject
specific CPD. The Department for Education (DfE)
has announced that there will be neither funding
nor centralised strategy for CPD to support the
introduction of a brand new programme of study in
what is a very short timeframe. From the finalisation
of the new curriculum to its introduction, there will
be only a single academic year for preparation. Many
local authorities are no longer equipped to support
teachers and the government recommendation is
that existing networks, including Teaching Schools,
should be utilised. The demand for CPD in both
subjects, generated by the increased content demand
in each, and the realisation that science has been
brought to the fore once more, could be considerable.
This raises implications that specialist teachers will
increasingly be called upon to deliver mathematics
at the upper end of KS2 and science throughout

Key drivers observed in practice in primary schools

over the last decade can be summarised as follows:

acknowledgement of the difficulty of giving

complete feedback and planning for implementation
needs without a clearer sense of the associated
assessment, accountability and training structures
SCORE (Science Community Representing
Education)12 and ACME (Advisory Committee on
Mathematics Education)13 are useful sources for
summaries of expert feedback.

Implications

an evidenced based15 constructivist approach

which in science is typified by a recognition of
the importance of teachers firstly gaining access
to childrens thinking and then supporting a
reorganisation of their ideas to accommodate
more accepted explanations; and which in
mathematics ensures that the correct foundations
are laid before abstract ideas are introduced
an Ofsted16 encouraged focus on learning science
through enquiry, in which children have significant
agency and where teachers focus on developing
skills in considering prior knowledge, raising
questions and independently planning how to
gather evidence to answer them

12 http://score-education.org/home
13 http://www.acme-uk.org/the-work-of-acme/current-areas-of-focus-for-acme/
curriculum-review
14 Royal Society (2010) Science and Mathematics Education, 5-14.
London: The Royal Society pp. 31-43
15 Harlen, W. (Ed.) (1985) Primary Science Taking the Plunge London
16 Ofsted (2008) Success in Science London pp. 5

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 awareness of the need to develop childrens

investigative and problem solving skills in
mathematics17
an innovative approach to curriculum and lesson
planning; linking subjects and devising creative
contexts which enable children to make sense of
the mathematics and science they are learning
a development of capacity in teacher assessment
in mathematics and science, influenced by
the Assessing Pupil Progress (APP) framework
introduced in 2009 (mathematics) and 2010
(science). This supported teachers to use a wide
range of attainment evidence to make assessment
decisions, including using formative assessment
outcomes to inform summative judgements
These developments in practice are not acknowledged
in the draft POS and the implications are therefore
considerable. Time and professional support will
be required to help teachers and schools meet the
demands of the new programmes of study whilst
not compromising or abandoning many of the
developments in science and mathematics pedagogy
and curriculum design over recent years. Ofsteds
role in this will be crucial as they set the guidelines
for how science and mathematics should be taught
alongside a curriculum that specifies precisely what
should be taught. Decisions yet to be made about
statutory assessment processes will also have big
implications for how science is planned and taught.

Opportunities and threats

for Myscience
how can Myscience ensure that there is accessible,
relevant professional support for all primary teachers
to enable them to interpret and implement the new
POS for science and mathematics in a way that
meets accountability expectations and continues to
develop good practice in both subjects?
what resources (online, text based, CPD courses)
should Myscience develop to support primary
teachers and how should these be disseminated?
what role should Myscience play in preparing
primary schools for a revised POS for design
technology?
how can Myscience ensure its place alongside or in
collaboration with other networks and CPD providers
to support primary schools in STEM subjects?
how can the quality of CPD support and resources
for schools be assured when there is no centralised
strategy for either? How should Myscience compete
in an unregulated marketplace?

17 Ofsted (2012) Mathematics: made to measure London p. 9

Myscience manages the national network of Science Learning Centres as hubs of

excellence for science teachers continuing professional development. It also manages
the National STEM Centre (science, technology, engineering and mathematics) which
brings together key national organisations working within the STEM communities and
has an extensive resource collection freely available through our high-quality online
eLibrary which currently holds over 5,000 teaching resources, including materials provided
by educational publishers, charitable foundations and government. Myscience also
manages other programmes that support the STEM agenda.
For further information about Myscience and the programmes it manages please visit
www.slcs.ac.uk/go/nat/myscience
Myscience is an initiative of the White Rose University Consortium (comprising the Universities of Leeds, Sheffield and York)
and Sheffield Hallam University.
The national network of Science Learning Centres is a joint initiative by the Department for Education and the Wellcome Trust.
www.sciencelearningcentres.org.uk