Breadth exists when a curriculum provides pupils with teaching and learning experiences across a full range of subjects and activities. It is not narrow, such as focused on basic, or core, subjects only.
Balance exists when a curriculum provides pupils with appropriate proportions of teaching and learning across a full range of subjects and activities.
Relevance exists when a curriculum is seen by pupils to meet their present and/or future needs.
Coherence exists when the taught elements of a curriculum relate together in a logical and meaningful way.
Integration exists when a curriculum is constructed from the exploration of overlaps and juxtaposition of discrete subjects.
Differentiation is the provision of a range of curricular tasks or activities which are matched appropriately with the previous attainments of pupils.
Progression is a quality of a curriculum which extends children's knowledge, skills or understanding through an ordered sequential process.
Continuity is the linkage which should exist when new subject matter or experiences are introduced into a programme of teaching and learning. Continuity helps pupils to 'make sense' and build their understanding.
Knowledge, in curricular terms, is a selection of factual information which it is deemed to be appropriate for children to learn. In the National Curriculum this is reflected in its `subjects'.
Generalisations used to categorise things and events in order to think about them more effectively.
Skills are capacities to perform tasks, such as the `motor skill' of forming letters correctly when handwriting, the `oral skill' of a clear spoken explanation or the `analytical skills' used in assessing historical evidence.
Understanding is the sense which children are able to construct following experience or instruction.
Attitudes are overt expressions of values and other personal qualities which tend to be adopted in a variety of situations. Children's attitudes to learning, for instance, can be vital.