THE INDEPENDENT REVIEW OF THE PRIMARY CURRICULUM

The Independent Review of the Primary Curriculum

[Institute Name]

The Independent Review of the Primary Curriculum

Education should be directed to the development of the personality? talents and mental and physical abilities of the child or young person to their fullest potential" and that "due regard? so far as is reasonably practicable? should be paid to the views of the child or young person in decisions that significantly affect them? (Dewey 1933) taking account of the child or young person's age and maturity.

Many people; pupils? parents? teachers? employers and others thought that they valued and wanted to keep many aspects of the current curriculum. (Newmann 2004) Some also made compelling arguments for changes to ensure all our young people achieve successful outcomes and are equipped to contribute effectively to the economy and society? now and in the future.

Features of our present curriculum that people valued included:

the flexibility which already exists in the educational system; no one argued for a more prescriptive national system

the combination of breadth and depth offered by the curriculum

the quality of teaching

the quality of supporting material that helps teachers to deliver much of the current curriculum

the comprehensive principle (Kolb and Fry 1975)

People argued for changes which would:

reduce over-crowding in the curriculum and make learning more enjoyable

better connect the various stages of the curriculum from 3 to 18

achieve a better balance between 'academic' and 'vocational' subjects and include a wider range of experiences

equip young people with the skills they will need in tomorrow's workforce

make sure that assessment and certification support learning

allow more choice to meet the needs of individual young people (Patrick 2005)

It was against the educational backdrop that Ministers established a Review Group. The task of the Review Group was to identify the purposes of education 3 to 18 and principles for the design of the curriculum. The Group was asked to take account of the views expressed during the National Debate? current research and international comparisons. As well as educational factors? the Group considered global factors which would have strong influences on the aims and purposes of education over the coming decades? including changing patterns of work? increased knowledge of how children learn and the potential of new technologies to enrich learning. (Pollard 2008)

In addition the Group was asked to take a broad view of children's development? within the wider framework of Integrated Children's Services? bearing in mind the wide range of adults directly involved in the education of children and young people? in early years centres? schools? and colleges and out of school learning.

Personal development in school is the means by which all young people are supported in their spiritual? moral? physical? emotional? cultural and intellectual development according to their needs? and regardless of their social and/or economic backgrounds. (Ravitch 2003) It promotes their wellbeing and enables them to develop their potential as healthy? enterprising and responsible citizens in our society.

An effective curriculum that supports personal development is one of the main ways in which a school can demonstrate its contribution to ...