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| Subjects torn up in school review | |
| (about 1 hour later) | |
| Six themed "areas of learning" should replace individual subjects in England's primary schools, a government commissioned review argues. | |
| This would free up teachers' time and allow them to focus on new areas such as pupil well-being, modern languages and the use of computers, it argues. | |
| The report by government adviser Sir Jim Rose says children should be better prepared for life outside school. | |
| It also calls for play to have a bigger role in the first few years. | |
| Responsible citizens | Responsible citizens |
| Sir Jim was asked by the government to carry out a "root-and-branch" review of what is taught in primary schools. | Sir Jim was asked by the government to carry out a "root-and-branch" review of what is taught in primary schools. |
| His interim review suggests that there could be six broader "areas of learning", rather than up to 14 individual subjects, such as history, geography and science. | |
| These six areas would be: understanding English, communication and languages; mathematical understanding; scientific and technological understanding; human, social and environmental understanding; understanding physical health and well-being; understanding the arts and design. | These six areas would be: understanding English, communication and languages; mathematical understanding; scientific and technological understanding; human, social and environmental understanding; understanding physical health and well-being; understanding the arts and design. |
| But Sir Jim stressed that these new subject areas were not about destroying the content of individual subjects. | But Sir Jim stressed that these new subject areas were not about destroying the content of individual subjects. |
| He told the BBC: "High quality subject teaching must not disappear from primary schools, neither should the benefits to children of well-planned cross curricular studies. | He told the BBC: "High quality subject teaching must not disappear from primary schools, neither should the benefits to children of well-planned cross curricular studies. |
| "What we are trying to do here is teach the knowledge and skills that children need, and ensure they have lots of opportunities to to use this knowledge and those skills to develop their understanding and the links between subjects." | "What we are trying to do here is teach the knowledge and skills that children need, and ensure they have lots of opportunities to to use this knowledge and those skills to develop their understanding and the links between subjects." |
| His also says teaching children about emotional well-being and social skills should be a compulsory part of the curriculum. | |
| Pupils should have the "personal, social and emotional qualities essential to their health, well-being and life as a responsible citizen in the 21st Century". | |
| The report, which is seeking a more flexible approach to learning, emphasises the importance of play in children's development. | |
| The review also looks at how more space can be made within the timetable. | |
| High quality subject teaching must not disappear from primary schools Sir Jim Rose Send us your comments | |
| Sir Jim also argues that the primary curriculum needs to reflect changes in children's experiences and it should recognise that many young children have developed computer skills in their own homes. | Sir Jim also argues that the primary curriculum needs to reflect changes in children's experiences and it should recognise that many young children have developed computer skills in their own homes. |
| Primary podcasts | Primary podcasts |
| He says the level of lessons in information, communication and technology (ICT) currently taught in secondary schools should now be taught to primary-age pupils. | He says the level of lessons in information, communication and technology (ICT) currently taught in secondary schools should now be taught to primary-age pupils. |
| Such technology skills should also be used in other lessons, recommends Sir Jim. | Such technology skills should also be used in other lessons, recommends Sir Jim. |
| This could include using the internet for research, word-processing work and making podcasts. | This could include using the internet for research, word-processing work and making podcasts. |
| "Good primary teaching deepens and widens children's understanding by firing their imagination and interest in learning. One highly promising route to meeting the demand for in-depth teaching and learning is undoubtedly emerging through ICT," says Sir Jim. | "Good primary teaching deepens and widens children's understanding by firing their imagination and interest in learning. One highly promising route to meeting the demand for in-depth teaching and learning is undoubtedly emerging through ICT," says Sir Jim. |
| "The primary curriculum needs to be forward-looking." | "The primary curriculum needs to be forward-looking." |
| He said advances in technology and the internet revolution were driving a pace of change that would have been unimaginable 20 years ago. | He said advances in technology and the internet revolution were driving a pace of change that would have been unimaginable 20 years ago. |
| Parents of our generation probably don't realise, for example, how fast children are picking up computer skills today Children's Secretary Ed Balls | Parents of our generation probably don't realise, for example, how fast children are picking up computer skills today Children's Secretary Ed Balls |
| The report also says that summer-born children should start primary school the September after their fourth birthday, but some children should be able to begin school part-time if that is what their parents want - a detail already released over the weekend. | The report also says that summer-born children should start primary school the September after their fourth birthday, but some children should be able to begin school part-time if that is what their parents want - a detail already released over the weekend. |
| In some areas they begin school a term later than their winter born counterparts. | In some areas they begin school a term later than their winter born counterparts. |
| This is in response to concerns that children born in July and August can be disadvantaged by starting school before they are ready. | This is in response to concerns that children born in July and August can be disadvantaged by starting school before they are ready. |
| Children's Secretary Ed Balls said the report provided an insight into what changes could be made to improve the curriculum and move with the times. | Children's Secretary Ed Balls said the report provided an insight into what changes could be made to improve the curriculum and move with the times. |
| He added: "Parents of our generation probably don't realise, for example, how fast children are picking up computer skills today. | He added: "Parents of our generation probably don't realise, for example, how fast children are picking up computer skills today. |
| "We need 21st Century schools which make the most of the opportunities technology offers our computer-savvy youngsters." | "We need 21st Century schools which make the most of the opportunities technology offers our computer-savvy youngsters." |
| The final report of the review will be published in spring 2009, with any recommendations accepted by the government to be introduced from September 2011. | The final report of the review will be published in spring 2009, with any recommendations accepted by the government to be introduced from September 2011. |
| ICT caution | ICT caution |
| Acting general secretary of the National Union of Teachers Christine Blower said: "I think primary schools and Sir Jim Rose have to be a little bit careful about elevating ICT to the level of literacy, numeracy and personal health. | Acting general secretary of the National Union of Teachers Christine Blower said: "I think primary schools and Sir Jim Rose have to be a little bit careful about elevating ICT to the level of literacy, numeracy and personal health. |
| "In terms of helping to learn reading and writing skills, it can help, but they are not skills you can over-compensate for." | "In terms of helping to learn reading and writing skills, it can help, but they are not skills you can over-compensate for." |
| Nasuwt general secretary Chris Keates welcomed the review's holistic approach. | Nasuwt general secretary Chris Keates welcomed the review's holistic approach. |
| "The proposal for a more flexible approach to the curriculum will be welcomed in principle by teachers. | "The proposal for a more flexible approach to the curriculum will be welcomed in principle by teachers. |
| "However, it is unlikely that the benefits of this will be felt while the straight-jacket imposed on schools by performance league tables remains. The Rose Review presents an opportunity to remove this outdated, divisive method of school accountability." | "However, it is unlikely that the benefits of this will be felt while the straight-jacket imposed on schools by performance league tables remains. The Rose Review presents an opportunity to remove this outdated, divisive method of school accountability." |
| Liberal Democrat Children's spokesman David Laws said schools needed greater freedom to set their own teaching priorities, not a new set of government directives. | Liberal Democrat Children's spokesman David Laws said schools needed greater freedom to set their own teaching priorities, not a new set of government directives. |
| "While IT skills are extremely important, they must not come at the expense of giving children a good grounding in the basics of literacy and numeracy." | "While IT skills are extremely important, they must not come at the expense of giving children a good grounding in the basics of literacy and numeracy." |
| Nick Seaton, of the Campaign for Real Education, said Sir Jim said the changes could lead to the loss of structure and content of individual subjects. | Nick Seaton, of the Campaign for Real Education, said Sir Jim said the changes could lead to the loss of structure and content of individual subjects. |