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Introduction:

In the UK, curriculum formulation process varies across the four countries. For instance, in England, Wales and Northern Ireland, there is a statutory subject-based national curriculum, from the age group five; the details of the prescribed curriculum vary to some extent across these three countries. In Scotland, the curriculum from 5 to 14 is based on five broad curriculum areas, and from 14 to 16 on ‘eight modes’ of study (Croxford, 1999), or as stated by McPherson and Raffe (1988) ‘curriculum is just guidelines, but not prescriptions’. In practice, differences are more pronounced in primary than secondary schools, where subjects dominate the curriculum in Scotland, as they do elsewhere. At secondary education level, again the principal difference is between Scotland, where the curriculum comprises shorter academic courses (Highers) and vocational modules, and in the rest of the UK it comprises longer academic courses (A Levels) and vocational programmes leading to group awards. Partly, the post-16 tracks are weaker in Scotland than elsewhere (Raffe, 1993). Spours, Young, Howieson and Rafee (1998a) also found that “The English and Welsh systems represent tracked systems and the Scottish system an intermediate ‘linked system’ although three countries are moving along a continuum in the direction of a more unified system”.

What is a national curriculum?

A national curriculum sets out the body of knowledge, skills and understanding that aSociety wishes to pass on to its children and young people. Most countries have some form of national curriculum. In countries where the curriculum is set at regional level these frameworks are often informed by shared guidelines. Countries typically structure their national curriculum around aims and values, subject content and skills, but do so in varying levels of detail. In comparison to many countries’ frameworks, England’s NationalCurriculum remains relatively prescriptive. Unlike in some other countries, England’sNational Curriculum only applies to maintained schools and not to independent schools, nor to children who are educated at home. National or state education Ministries typically have oversight of their respective national curriculum. In England the Department is responsible for the strategic management of the National Curriculum. Development and support of the National Curriculum largely rests with the Non-Departmental Public Body, the Qualifications and Curriculum Authority (QCA).

Curriculum of United Kingdom

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Establishment of the National Curriculum:

1. In 1987 the Department of Education and Science, now under Kenneth Baker, issued a consultation document that set out the rationale for a national curriculum. This document essentially identified four broad purposes: introducing an entitlement for pupils to a broad and balanced curriculum; setting standards for pupil attainment and to support school accountability; improving continuity and coherence within the curriculum, and aiding public understanding of the work of schools.

Following the consultation, Parliament passed the 1988 Education Reform Act, which established the framework for the National Curriculum. The key principles in developing the National Curriculum were that:

• It would be underpinned by two aims—and echoing the 1944 statement—to promote the spiritual, moral, cultural, mental and physical development of pupils, and to prepare pupils for the opportunities, responsibilities and experiences of adult life;

• It would be structured around ‘Key Stages’ and be subject-based, covering the ‘core’subjects of English, mathematics and science, and the ‘foundation’ subjects of art, geography, history, music, physical education and technology, with all subjects studied from age 5 up to age 16, modern foreign languages from age 11, and

• The syllabus for each subject at each Key Stage would be set out in a ‘Programmed of Study’, which would also include a scale of attainment targets to guide teacher assessment. Schools would also be required to teach religious education and areas such as personal, social and health education, though these subjects sat outside the National Curriculum. A number of non-statutory ‘cross-curricular’ themes and generic—or life—skills were added to this basic framework in the course of implementing the National Curriculum.

Development of the National Curriculum was overseen by two new advisory bodies, the National Curriculum Council and the School Examination and Assessment Council.Formulation of the original Programmers of Study was handed to subject-based work in groups, comprising experts from a wide variety of educational backgrounds and which drew on evidence and expertise from throughout the education system. Due in part to the different subject communities wanting to promote their subject within the NationalCurriculum, the documentation to emerge from this process was substantial and set out in considerable detail the subject content that schools should be required to cover.

The drawing up of testing arrangements for the National Curriculum was taken forward by the Task Group on Assessment and Testing (TGAT). The TGAT report emphasized the formative aspects of assessment and the use of a range of assessment Approaches that could be delivered and marked by teachers. However, the Department of Education and Science regarded the TGAT recommendations as overly complex and Simpler arrangements were ultimately put in place—teacher assessment accompanied by summative assessment through nationally-administered standardized tests, known as ‘Key

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Stage tests’. More controversially and again counter to the TGAT report, test results were to be published in performance tables.

The National Curriculum was introduced into primary schools in 1989, and implementation across the primary and secondary phases continued into the mid-1990s. The first run of Key Stage testing was completed in 1991. In 1993 responsibility for school inspections was transferred from Her Majesty’s Inspectors and local authority inspection teams to independent inspection teams, the work of which would be co-ordinate by a new Non-Ministerial Department of State, the then Office for Standards in Education (Ofsted).

The current National Curriculum:

1). Primary curriculum:

Format and content At both Key Stage 1 (Year groups 1–2, pupils aged 5–7) and Key Stage 2 (Year

groups 3–6, pupils aged 7–11), the primary curriculum continues to be structured around the subjects as specified in 1988:• The ‘core subjects’ of English, mathematics and science, and• The ‘foundation subjects’ of art and design, design and technology, geography, history, ICT, music and physical education.

Primary schools must also teach religious education, the syllabus for which is determined at local authority level.7 They are encouraged, but not required, to cover appropriate personal, social and health education (PSHE) and citizenship topics.

The primary curriculum includes two non-statutory skills frameworks:• Key Skills, covering communication, application of number, information technology, working with others, improving own learning and performance and problem-solving skills, • Thinking Skills, covering information-processing, reasoning, enquiry, creative thinking and evaluation skills.

In addition, it includes five non-statutory cross-curricular elements:

• Creativity;• ICT;• Education for sustainable development;• Literacy across the curriculum, and• Numeracy across the curriculum.

At the end of Key Stage 1 pupils sit tests in reading, writing and mathematics, which are marked by the teacher. At the end of Key Stage 2 pupils sit tests in English, mathematics and science, which are marked by an external marker.

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Documentation:

The detail of the primary curia statutory Program of Study—syllabus—for each subject at Key Stage 1 and Key Stage 2.• A non-statutory Scheme of Work—lesson plans—for each subject at Key Stage 1 and Key Stage 2.• Non-statutory guidance on timetabling the primary curriculum, 10 and• The ‘Big Picture of the Curriculum’ framework, which links the curriculum to other aspects of school life.11culum is set out in the following documentation:

2). Secondary curriculum:

The new secondary curriculum is distinctive in being underpinned by a set of statutory aims. The aims state that the secondary curriculum should enable young people to become:• Successful learners who enjoy learning, make progress and achieve;• Confident individuals who are able to live safe, healthy and fulfilling lives, and• Responsible citizens who make a positive contribution to society.For each heading there are around 10 statements, including, for example, statements onLearning how to learn, having secure values and beliefs and sustaining and improving the environment. The full list of aims is provided at Appendix 1.

The subjects included in the secondary curriculum remain broadly the same as those in the primary curriculum. At Key Stage 3 (Year groups 7–9, pupils aged 11–14) pupils also study citizenship and modern foreign languages. At Key Stage 4 (Year groups 10–11, pupils aged 14–16) pupils study English, mathematics, science, citizenship, ICT and physical education. Alongside this they must be able to take at least one subject from each of the four entitlement areas of arts subjects, design and technology, humanities and modern foreign languages. In addition, at Key Stages 3 and 4 schools must teach religious education, sex and relationship education, drugs education and careers education. At Key Stage 4 they must also provide work-related learning.

Key Stage 3 tests in English, mathematics and science were discontent 2008, though teacher assessment remains in place for these pupils. At Key Stage 4 pupils sit GCSE or equivalent examinations.

Where and when the National Curriculum applies

The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. It is organized on the basis of four key stages1, as shown here.

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Key Stages 1 Key Stages 2 Key Stages 3 Key Stages 4Age 5-7 7-11 11-14 14-16Year groups 1-2 3-6 7-9 10-11English Mathematics Science Information & communication Technology

History Geography Modern Foreign Languages

Art & Design Music Physical Education

Citizenship

Statutory from August 2000 Statutory from August 2001 Statutory from August 2002

The structure of the National Curriculum:

For each subject and for each key stage, programs of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils’ performance. It is for schools to choose how they organize their school curriculum to include the programs of study.

Programs of study:

The programs of study2 set out what pupils should be taught in each subject at each key stage, and provide the basis for planning schemes of work. When planning, schools should also consider the four general teaching requirements (pages 30–40) that apply across the programs of study.

The national frameworks for teaching literacy and mathematics published by the DfEE, and the exemplar schemes of work jointly published by the DfEE and QCA, show how the programs of study and the attainment targets can be translated into practical, manageable teaching plans.

The level descriptions provide the basis for making judgments about pupils’ performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects.

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The national curriculum in England:

1). Aims:

The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

2). Structure:

Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled

schools must follow the national curriculum. It is organized on the basis of four key stages3 and twelve subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.

The Secretary of State for Education is required to publish programs of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organize their school day, as long as the content of national curriculum programs of study is taught to all pupils.

The proposed structure of the new national curriculum, in terms of which subjects are compulsory at each key stage, is set out in the table below:

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4AgeYear groups

5-71-2

7-113 – 6

11-147 – 9

14-1610-11

Core subjects English Mathematics Science Foundation subjects

Art & Design Citizenship Computing Design & Technology

Languages

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Geography History Music Physical Education

About key stages 3 and 4

Where and when the National Curriculum applies:

The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. It is organized on the basis of four key stages1, as shown here.

The Education Act 2002 extended the National Curriculum to include the foundation stage. This made the six areas of learning in the foundation stage the statutory curriculum for children aged 3–5.

Key Stages 1 Key Stages 2 Key Stages 3 Key Stages 4Age 5-7 7-11 11-14 14-16Year groups 1-2 3-6 7-9 10-11English Mathematics Science Information & communication Technology

History Geography Modern Foreign Languages

Art & Design Music Physical Education

Citizenship

Religious Education

Careers Education

Sex Education

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Work-related learning

Personal, Social & Health Education

o o o o

Statutoryo Non-statutory

The structure of the National Curriculum:

For each subject and for each key stage, programs of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils’ performance. It is for schools to choose how they organize their school curriculum to include the programs of study.

1). Programs of study:

The programs of study2 set out what pupils should be taught in each subject at each key stage, and provide the basis for planning schemes of work. When planning, schools should also consider the four general teaching requirements (Inclusion section, pages 30–37) that apply across the programs of study. The exemplar schemes of work jointly published by the DfES and QCA, show how the programs of study and attainment targets can be translated into practical, manageable teaching plans.

2). National Curriculum levels

At Key Stages 1, 2, and 3, the National Curriculum is accompanied by a series of eight levels. These are used to measure your child’s progress compared to pupils of the same age across the country.

There are eight National Curriculum levels, covering ages 5-14 years. The lowest is Level 1, which describes the achievements of children at around the age of five. The highest is Level 8, which is attained by the most able pupils at the age of 14. There is also a description of ‘exceptional performance’ above Level 8, which only a very few pupils are expected to reach.

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National Curriculum levels expected in each primary school year group

(Correct at August 2011)

National curriculum structure:

Curriculum:

The national curriculum is divided into four key stages:

key stage 1/years 1 and 2: covers from when pupils start school to the age of seven key stage 2 / years 3-6: ages seven to eleven key stage 3 / years 7-9: ages 11 to 14 - pre-GCSE key stage 4 / years 10-11: ages 14 to 16 - preparation for GCSE examinations

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Structure:

The education system in the UK is divided into the primary and secondary phases.

Primary phase:

For children aged between two and four or five, pre-school education is available. This involves guided play, creative activities and working in groups. Fees are normally payable

compulsory education begins at five in England emphasis is on literacy and numeracy in early years, with little or no specialist

subject teaching pupils are usually transferred to specialist schools at eleven

Secondary phase:

Comprehensive schools account for about 90% of state secondary school pupils in England, Wales and Scotland. These provide a wide range of secondary education for children of all abilities aged from 11 to 18

at age 16, when compulsory education ends, pupils may transfer to sixth form colleges or tertiary colleges

Education Structure

The UK is made up of England, Scotland, Wales and Northern Ireland which all have different education departments and structures.

England: The Department for Children, Schools and FamiliesScotland: Education and Lifelong Learning Department within the Scottish ParliamentWales: Education, Lifelong Learning and Skills Department within the Welsh

AssemblyN. Ireland: Department of Education for Northern Ireland (DENI)

Each of these departments not only has a different approach to education but also often uses different terminology to describe the various age groups and sectors.

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Due to this huge diversity with the UK, e-Bug will initially be implemented in England only however we are planning on implementing the resource into schools in Scotland, Wales and N. Ireland by September 2010.

“Regulatory Framework For private Sector”

Introduction:

According to John Fielden & N.V.Varghese;

“Regulation begins with a decision to allow a private provider to plan or develop a campus, continues with the approval of programmes, awards, the grant of operating incentives or

the collection of taxes, and then includes regular monitoring together with the collection of information on financial and academic performance. Thus, any national system of quality

review is part of the regulatory framework.”

A new regulatory framework for the private sector:

The role of the private sector in higher education is increasing but its not very well regulated. The author calls for a new regulatory framework based on a recent HEPI

report.In regulatory terms there have been some recent changes; at the end of March it was announced that colleges seeking Highly Trusted Sponsor status entitling them to sponsor international students were to be vetted by the Quality Assurance Agency; the government has also confirmed that students at accredited private providers will be entitled to receive grants and loans from the Student Loans Fund. However, the UK still lacks several elements of a regulatory framework and no-one knows the full extent of the sector. What the recent HEPI report recommends for consideration therefore is:

• A clear system for licensing and registering all new private providers, including those from overseas, when they first start to operate in the UK.

• A unification of the processes by which the QAA examines the quality of public and private providers after they have received degree awarding powers.

• Collection and publication of information about all private providers of higher education using HESA’s existing framework.

• A requirement for private providers to publish information about their overall governance, finances and ownership.

• No distinction between for-profit and not-for-profit institutions in the regulatory framework.

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• Clarification that providers offering higher education are entitled to access public resources that are available to state-funded institutions (although it might be realistic to charge fees for student use of facilities such as the SCONUL Access scheme).

• Standardization of some processes for both public and private sectors – e.g. the fact that private providers, after they have been awarded degree awarding powers, need to have it reviewed after 6 years by the QAA, whereas public institutions are not subject to this check. Similarly, the process for acquiring Highly Trusted Status from UKBA is much more demanding for private providers.

• Recognition that private providers are part of the national system by continuing to involve them in national debates and opening up communication channels with their representative bodies.

If there is to be a truly level playing field, the State may decide to require some things in return, particularly if the students of private institutions receive public funding – or the institutions themselves develop STEM subjects and are funded for them. In some countries there are rigorous reporting requirements on the private sector that go beyond those applied to state institutions. This is not our style, but there are other possibilities such as asking private providers to set aside certain sums for scholarships or submitting statements to OFFA about their access policies. Nor is there any reason why the National Student Survey should not apply to the private sector and they should be asked to collect statistics on their UK students’ employment six months after graduation.

Agreements with higher education providers in which accountability requirements are set out

Type of highereducation provider

Regulator Accountability mechanism

Higher education institution

HEFCE Financial Memorandum

BIS terms and conditions of institutional designation

Further education college

SFA SFA Financial Memorandum with colleges

HEFCE funding agreement

Alternative provider BIS (supported andadvised by HEFCE)

BIS terms and conditions of specific course designation

Quality assurance arrangements with QAA (for those with DAP)

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Summary of the Regulatory framework

British system:

British system (United Kingdom and Ireland) – fundamental administration units are rather larger in this system. However they lack independent financial base and therefore they are also more depending on the central administration. Transfer of power to the local level is

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smaller than in the Nordic system.

England:

England does not have its own devolved parliament and is thus entirely subject to the administration of the UK Government in Westminster. 

The subdivisions of England are depicted in the diagram below. 

The following diagram shows the geographic structure rather than the administrative reporting structure. 

In practice, neither metropolitan counties nor Regions (Former GORs) are truly part of the administrative hierarchy, and electoral wards/divisions are simply the 'building blocks' from which higher units are constituted. 

Parishes on the other hand can have their own council, but have been isolated from the geographic structure as, unlike electoral wards/divisions, they are not found across the whole of England. 

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Bibliography London Early Grid For learning. Retrieved from

http://www.egfl.org.uk/categories/teaching/assess/national/structure.html

Information Daily Staff Writer. (2011). A new regulatory framework for the private sector. Retrieved from http://www.theinformationdaily.com/2011/05/18/higher-education-a-new-

regulatory-framework-for-the-private-sector Regulatory Partnership Group.(2013). Operating Framework for higher Education in

England. Retrieved from http://www.hefce.ac.uk/media/hefce/content/about/introduction/workinginpartnership/rpg/operatingframework/operating_framework_for_HE_11072013_2.pdf

Halaskova. M. & Halaskova .R. (2012). Administrative terrestrial Structures in EU countries and their specifics. Retrieved from

https://dspace.upce.cz/bitstream/10195/35687/1/HalaskovaM_AdministrativeTerritorial_SP_FES_2009.pdf

Health Protection Agency. (2011). Implementation in England. Retrieved from

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http://www.e-bug.eu/partners/meetings/London%202009/posters/England.pdf

Office for national statistics. Retrieved fromhttp://www.ons.gov.uk/ons/guide-method/geography/beginner-s-guide/administrative/england/index.html