To consider the role of different subjects within the curriculum

Aim

To consider the role of different subjects within the curriculum.

Evidence and reflection

Reflect for a moment on the different elements of the curriculum in your school. To what extent are non-statutory elements given curriculum time? What space is made for foundation subjects and the arts (for example, music)? How do external assessments affect the time given to each subject? What are your feelings about the relative value of the different elements of your timetable?

Extension

Given a ‘clean slate’, what percentage of curriculum time would you allocate to the various curriculum elements that form part of your existing timetable? Is there anything you would add? Can you justify why you have set the priorities as you have done?

More in this chapter

• To examine statements of aims and values presented in National Curriculum and school documentation
• To consider the influence of views of knowledge on a part of a national or school curriculum
• To consider knowledge, concepts, skills and attitudes in schemes of work
• To reflect upon the 'curriculum as experienced' in the primary phase
• To experience children's capacity and inclination to search for understanding at young ages
• To assess our own feelings of competence in subject knowledge
• To consider the idea of transformations when preparing to teach
• To assess the quality of materials provided by subject associations
• To think through the extent and effects of moves to subject specialism in primary schools