Forms of curriculum
The whole curriculum
A conception of the overall curriculum with particular concern for its coherence and for the inter-relationship of subjects.
Classroom work which focuses on discrete subject content, perhaps to maximise progression in teaching and learning.
Classroom work which reaches across subjects in an attempt to maximise the relevance and coherence of teaching and learning activities.
Activities which take place, often run by teachers, outside the time which is officially allocated for classroom work.
The hidden curriculum
A conception of all the things that are learned at school beyond the overt curriculum of subjects, for instance about values, interpersonal relationships and behaviour in the classroom and in the school as a whole and in respect of issues such as gender, social class, ethnicity and ability.
The National Curriculum
The knowledge, skills, concepts and attitudes which it is laid down by statutory orders following the Education Reform Act, 1988, that children in maintained schools should be taught.
National Literacy Strategy (NLS)
The national literacy strategy is a government initiative designed to raise standards in English in primary literacy. Whilst it is non-statutory, most pupils in England experience a daily literacy lesson.
National Numeracy Strategy (NNS)
The national numeracy strategy is a government initiative designed to raise standards in numeracy in English primary education. As with the literacy strategy it is non-statutory but very widely adopted.
Early Learning Goals (ELGs)
These are part of the foundation stage and are concerned with the specification of objectives for children aged 3-5.