To consider the role of non-statutory elements within the curriculum

Aim

To consider the role of non-statutory elements within the curriculum.

Evidence and reflection

Reflect for a moment on the statutory and non-statutory elements of the curriculum in your school. To what extent are non-statutory elements (for example, personal, social and health education) given curriculum time? What are your feelings about the relative value of the statutory and non-statutory elements of your timetable?

Extension

Given a ‘clean slate’, what percentage of curriculum time would you allocate to the various statutory and non-statutory curriculum elements that form part of your existing timetable? 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