Document Review
Towards a new primary curriculum
A report from the Cambridge Primary Review (2009)
As a result of the publication of the interim Rose review of the primary curriculum, the team behind
the Cambridge Primary Review have published its own interim report. HU takes a bite-sized look at it
Background n The entitlement to a broad, balanced and rich curriculum has been
The Cambridge Primary Review has been in the making since October sacrificed in pursuit of a narrowly conceived ‘standards’ agenda.
2006 and the final report will be published in 2009. Since then 29 exten- n There is excessive prescription and micro-management from the
sively researched interim reports have been produced. It is supported by DCSF, the national strategies and the QCA.
the Esmée Fairbairn Foundation and is based at the University of Cam- n Younger teachers welcome the structure of the national strategies
bridge under the directorship of Professor Robin Alexander. but they are considered to have contributed to curriculum over-
Although at the time of writing the final report had not been released, crowding and distortion. There are particular concerns about the
the team decided to publish a special report early so that their findings effect of the literacy strategy.
could be taken into account during the finalisation of the Rose review. n The problems of the curriculum are inseparable from those of
The government’s interim Rose review was published on 8 December assessment and testing.
2008. It is described as ‘work in progress’ and was conducted by Sir Jim n Some subject associations are concerned about retaining the integ-
Rose (also well-known for his report into reading). rity of their subjects whereas many teachers are happy to advocate
The current report is published in two parts: thematic approaches.
n Part 1 identifies the questions that need to be addressed, the cur- The report argues strongly for the importance of agreeing the aims of
rent arrangements and the historical and international context. It education first. It is critical of the Rose review for its omission of this
looks at the evidence about the existing curriculum and what needs essential stage. Supportive of the EYFS ‘areas of learning and experi-
to change. ence’, it sees the task of the primary curriculum as building on this.
n Part 2 summarises the main points from the evidence and sets out The national strategies have over-complicated the curriculum by:
proposals for reform. n Taking up half the teaching time available
n Focusing on parts of English and maths but not the whole curricu-
Part 1: The present primary curriculum lum
The report outlines the current structure and draws attention to the n Fuelling the tension between the QCA and the DCSF, and defining
extremely small amount of time allocated to the delivery of one core sub- literacy and numeracy as measures of educational standards linked
ject (science) and 12 statutory or recommended subjects. The report con- to a party-political agenda
cludes that this is simply not manageable and points the finger at agencies The report raises concern about the elevation of ‘skill’ beyond its true
that have continued to endorse, advocate and require implementation definition. The value of knowledge has received unfair criticism owing
without acknowledging the difficulties of doing this within an overbur- to its interpretation as pure fact and information. The report emphasises
dened curriculum. that knowledge is also about ways of knowing, understanding, enquir-
Attention is drawn to the distinctiveness with which the English curric- ing and making sense. ‘Skill’ and ‘literacy’ have come to be used almost
ulum has given to oracy as separate from literacy. This is not as evident indiscriminately and have moved away from their true meaning. Skills
in many other countries. The low status that oracy is given is criticised, should complement knowledge and not supplant it.
as is the powerful influence that the literacy strategy has, and the extent
to which it has constrained teaching. Some concerns are raised about the Problems at present
focus on synthetic phonics. The review states that a future primary curriculum must pursue and
Consultation shows that the national numeracy strategy is much more remain faithful to a clear and defensible statement of educational aims
popular than the literacy strategy. A controversial hypothesis is that and values.
maths should not be given parity with English. The awkward position The main problems in existing national curriculum arrangements are
of science is recognised as the poorest of the core subjects and concerns described as:
are raised about its content and the extent to which current teaching pro- n The detachment of curriculum from aims
motes the essential scientific skills. n Short-term targets rather than long-term goals
The report highlights a noticeable difference between those who see n Curriculum overload and over-prescription
ICT as a cross-curricular tool and those who believe that it should be n Marginalisation of the arts, humanities and science
timetabled as a subject on it own. Its importance is almost unanimously n Memorisation and recall over understanding and enquiry as a result
acknowledged. of the testing regimen
The review reports confusion and differing views on the meaning of n The effect of the national strategies and standards agenda on English
‘creativity’. However, most ‘witnesses’ are in agreement that trying to fit and mathematics
the arts into the afternoon along with all the other subjects is an almost n Loss of breadth and balance
impossible task. The review registers concern about justifying the arts on n Micro-management by the DCSF and the QCA, and resulting loss of
the basis of utilitarianism rather than the actual experiences they pro- professional flexibility and autonomy
vide. The outcome, rather than the experience itself, tends to be empha- n The two-tier curriculum
sised in the current curriculum. n The assumption that high standards in ‘the basics’ can only be
There are differences between adult and child views on priorities for achieved by marginalising the rest of the curriculum
learning. The review finds that children tend to value a curriculum which n Inappropriate use of the terms ‘knowledge’ and ‘skills’ so that
combines relevance with enjoyment while adults wish to foster the devel- knowledge is undervalued and skills are inflated to a point where the
opment of a rounded personality. term is meaningless
Part 2: The future The 12 aims
Where there’s consensus The review reports consensus on the following These are divided into three sections: the individual; self, others and the
points: wider world; and learning, knowing and doing. The aims can be put into
n The need for a national curriculum in principle, the current form practice through:
being overcrowded and unmanageable. n Specific curriculum domains
n There have been significant gains from having a national curricu- n Generic pedagogy
lum. n The life of the school and the community
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