Download QCA curriculum

Aims of the curriculum
Education influences and reflects the values of society, and the kind of society we want to be. It is
important, therefore, to recognise a broad set of common purposes, values and aims that underpin
the school curriculum and the work of schools.
Clear aims that focus on the qualities and skills learners need to succeed in school and beyond
should be the starting point for the curriculum. These aims should inform all aspects of curriculum
planning and teaching and learning at whole-school and subject levels.
The curriculum should enable all 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
 responsible citizens who make a positive contribution to society.
Purposes of the curriculum
The Education Act (2002) requires that all maintained schools provide a balanced and broadly based
curriculum that:
 promotes the spiritual, moral, cultural, mental and physical development of learners at the
school and within society
 prepares learners at the school for the opportunities, responsibilities and experiences of
adult life.
The purpose of having a statutory core to the curriculum is:
 to establish an entitlement. The national curriculum secures for all pupils, irrespective of
social background, culture, race, gender, differences in ability and disabilities, an entitlement
to a number of areas of learning and to develop knowledge, understanding, skills and
attitudes necessary for their self-fulfilment and development as active and responsible
citizens.
 to establish standards. The national curriculum makes expectations for learning and
attainment explicit to pupils, parents, teachers, governors, employers and the public and
establishes national standards for the performance of all pupils in the subjects it includes.
 to promote continuity and coherence. The national curriculum contributes to a coherent
national framework that promotes curriculum continuity and is sufficiently flexible to ensure
progression in pupils’ learning. It facilitates the transition of pupils between schools and
phases of education and provides a foundation for lifelong learning.
 to promote public understanding. The national curriculum increases public understanding
of, and confidence in, the work of schools and in the learning and achievements resulting
from compulsory education. It provides a common basis for discussion of education issues
among lay and professional groups, including pupils, parents, teachers, governors and
employers.
In particular the curriculum should:
 raise attainment, particularly in English, mathematics, science and ICT
 ensure entitlement for all learners to a broad, balanced and relevant curriculum that offers
continuity and coherence and secures high standards
 induct learners into the essential knowledge, skills and discourse of subject disciplines and to
develop specialisms appropriate to aptitude
 prepare young people for the world of employment and further and higher education
 make learners more aware of, and engaged with, their local, national and international
communities
 encourage learners to take responsibility for their own health and safety, and appreciate the
benefits and risks of the choices they make
 contribute to community cohesion
 acknowledge, promote and pass on the core knowledge and skills valued by society to the
next generation.
Values underpinning the curriculum
Education should reflect the enduring values that contribute to personal development and equality
of opportunity for all, a healthy and just democracy, a productive economy, and sustainable
development. These include values relating to:
 the self, recognising that we are unique human beings capable of spiritual, moral,
intellectual and physical growth and development
 relationships as fundamental to the development and fulfilment of ourselves and others,
and to the good of the community. We value others for themselves, not only for what they
have or what they can do for us
 the diversity in our society, where truth, freedom, justice, human rights, the rule of law and
collective effort are valued for the common good. We value families, including families of
different kinds, as sources of love and support for all their members, and as the basis of a
society in which people care for others. We also value the contributions made to our society
by a diverse range of people, cultures and heritages
 the environment, both natural and shaped by humanity, as the basis of life and a source of
wonder and inspiration which needs to be protected.
At the same time, education must enable us to respond positively to the opportunities and
challenges of the rapidly changing world in which we live and work. In particular, we need to be
prepared to engage as individuals, parents, workers and citizens with economic, social and cultural
change, including the continued globalisation of the economy and society, with new work and
leisure patterns and with the rapid expansion of communications technologies.
Mathematics Key Stage 3
The importance of mathematics
Mathematical thinking is important for all members of a modern society as a habit of mind for its
use in the workplace, business and finance; and for personal decision-making. Mathematics is
fundamental to national prosperity in providing tools for understanding science, engineering,
technology and economics. It is essential in public decision-making and for participation in the
knowledge economy.
Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world.
It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the
first time, discover a more elegant solution, or notice hidden connections. Pupils who are functional
in mathematics and financially capable are able to think independently in applied and abstract ways,
and can reason, solve problems and assess risk.
Mathematics is a creative discipline. The language of mathematics is international. The subject
transcends cultural boundaries and its importance is universally recognised. Mathematics has
developed over time as a means of solving problems and also for its own sake.
1. Key concepts
There are a number of key concepts that underpin the study of mathematics. Pupils need to
understand these concepts in order to deepen and broaden their knowledge, skills and
understanding.
1.1 Competence
a. Applying suitable mathematics accurately within the classroom and beyond.
b. Communicating mathematics effectively.
c. Selecting appropriate mathematical tools and methods, including ICT.
1.2 Creativity
a. Combining understanding, experiences, imagination and reasoning to construct new
knowledge.
b. Using existing mathematical knowledge to create solutions to unfamiliar problems.
c. Posing questions and developing convincing arguments.
1.3 Applications and implications of mathematics
a. Knowing that mathematics is a rigorous, coherent discipline.
b. Understanding that mathematics is used as a tool in a wide range of contexts.
c. Recognising the rich historical and cultural roots of mathematics.
d. Engaging in mathematics as an interesting and worthwhile activity.
1.3 Critical understanding
a. Knowing that mathematics is essentially abstract and can be used to model, interpret or
represent situations.
b. Recognising the limitations and scope of a model or representation.
2. Key processes
These are the essential skills and processes in mathematics that pupils need to learn to make
progress.
2.1 Representing
Pupils should be able to:
a. identify the mathematical aspects of a situation or problem
b. choose between representations
c. simplify the situation or problem in order to represent it mathematically, using appropriate
variables, symbols, diagrams and models
d. select mathematical information, methods and tools to use.
2.2 Analysing
Use mathematical reasoning
Pupils should be able to:
a. make connections within mathematics
b. use knowledge of related problems
c. visualise and work with dynamic images
d. identify and classify patterns
e. make and begin to justify conjectures and generalisations, considering special cases and
counter-examples
f. explore the effects of varying values and look for invariance and covariance
g. take account of feedback and learn from mistakes
h. work logically towards results and solutions, recognising the impact of constraints and
assumptions
i. appreciate that there are a number of different techniques that can be used to analyse a
situation
j. reason inductively and deduce.
Use appropriate mathematical procedures
Pupils should be able to:
k. make accurate mathematical diagrams, graphs and constructions on paper and on screen
l. calculate accurately, selecting mental methods or calculating devices as appropriate
m. manipulate numbers, algebraic expressions and equations and apply routine algorithms
n. use accurate notation, including correct syntax when using ICT
o. record methods, solutions and conclusions
p. estimate, approximate and check working.
2.3 Interpreting and evaluating
Pupils should be able to:
a. form convincing arguments based on findings and make general statements
b. consider the assumptions made and the appropriateness and accuracy of results and
conclusions
c. be aware of the strength of empirical evidence and appreciate the difference between
evidence and proof
d. look at data to find patterns and exceptions
e. relate findings to the original context, identifying whether they support or refute
conjectures
f. engage with someone else’s mathematical reasoning in the context of a problem or
particular situation
g. consider the effectiveness of alternative strategies.
2.4 Communicating and reflecting
Pupils should be able to:
a. communicate findings effectively
b. engage in mathematical discussion of results
c. consider the elegance and efficiency of alternative solutions
d. look for equivalence in relation to both the different approaches to the problem and
different problems with similar structures
e. make connections between the current situation and outcomes, and situations and
outcomes they have already encountered.
3. Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the
key concepts and key processes.
The study of mathematics should enable pupils to apply their knowledge, skills and understanding to
relevant real-world situations.
The study of mathematics should include:
3.1 Number and algebra
a. rational numbers, their properties and their different representations
b. rules of arithmetic applied to calculations and manipulations with rational numbers
c. applications of ratio and proportion
d. accuracy and rounding
e. algebra as generalised arithmetic
f. linear equations, formulae, expressions and identities
g. analytical, graphical and numerical methods for solving equations
h. polynomial graphs, sequences and functions
3.2 Geometry and measures
a. properties of 2D and 3D shapes
b. constructions, loci and bearings
c. Pythagoras’ theorem
d. transformations
e. similarity, including the use of scale
f. points, lines and shapes in 2D coordinate systems
g. units, compound measures and conversions
h. perimeters, areas, surface areas and volumes
3.3 Statistics
a. the handling data cycle
b. presentation and analysis of grouped and ungrouped data, including time series and lines of
best fit
c. measures of central tendency and spread
d. experimental and theoretical probabilities, including those based on equally likely outcomes
Curriculum opportunities
During the key stage students should be offered the following opportunities that are integral to their
learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
a. develop confidence in an increasing range of methods and techniques
b. work on sequences of tasks that involve using the same mathematics in increasingly difficult
or unfamiliar contexts, or increasingly demanding mathematics in similar contexts
c. work on open and closed tasks in a variety of real and abstract contexts that allow them to
select the mathematics to use
d. work on problems that arise in other subjects and in contexts beyond the school
e. work on tasks that bring together different aspects of concepts, processes and mathematical
content
f. work collaboratively as well as independently in a range of contexts
g. become familiar with a range of resources, including ICT, so that they can select
appropriately.
Mathematics and the national curriculum aims
Mathematics has a distinctive contribution to make to the aims of the national curriculum. The
mathematics programme of study provides opportunities to plan sequences of work, learning
outcomes and teaching approaches that develop:
Successful learners
The curriculum aim – developing successful learners who are numerate, creative and enquiring and
able to solve problems – is at the heart of the mathematics programme of study. The key concepts
of applications and implications of mathematics and critical understanding enable pupils to find out
about mathematical ideas that shape our world.
The mathematics programme of study develops pupils with enquiring minds who think for
themselves, which is essential to being a successful learner. It provides opportunities for pupils to
tackle problems with more than one approach and to solve open-ended problems. Pupils are given
the opportunity to consider errors and misconceptions, which helps them to understand how they
learn, as well as to learn from their mistakes. Communication and critical understanding encourage
pupils to reason and evaluate, both independently and with others.
Confident individuals
The mathematics curriculum provides opportunities for pupils to develop confidence in an increasing
range of methods and techniques. Pupils are given the opportunity to express their ideas using
strategies they are familiar and secure with. This helps them communicate confidently and
encourages them to believe in themselves. Peer and self-assessment opportunities allow pupils to
consider where they are and how to move on, thus becoming increasingly confident and
independent. Sharing feedback also allows them to express their ideas and suggestions and relate
well to others. The mathematics programme of study encourages pupils to enjoy the challenge of
trying new things and justifying their own views with evidence, through discussing different
interpretations of ideas.
Responsible citizens
Pupils are able to prepare for life and work through the mathematics programme of study. It
contributes the underpinning skills for financial capability that will prepare individuals to live safe,
responsible and healthy lives. Similarly, the emphasis on analysing and justifying conclusions in
mathematical situations helps prepare pupils for taking critical and analytical approaches to real-life
situations.
An open mind and an appreciation of how different cultures have influenced society are important
in understanding what it means to be a responsible citizen. The mathematics programme of study
takes into account the rich historical and cultural roots of mathematics, encouraging pupils to
appreciate the diverse nature of mathematics and recognise the role of mathematics in modern
society. Through exploring real data pupils are able to investigate real-life issues and problems
related to social justice, globalisation and environmental changes.
Mathematics, personal development and Every Child Matters
Personal development is a vital part of the key stage 3 curriculum and mathematics has a distinctive
contribution to make in this area. The mathematics programme of study provides opportunities to
plan sequences of work, learning outcomes and teaching approaches that support personal
development through the five Every Child Matters outcomes.
Enjoy and achieve
Mathematics can be enjoyed as a worthwhile activity for its own sake and as a powerful tool in a
wide range of applications. Enjoyment stems from the creative and investigative aspects of
mathematics, from developing mathematical ways of perceiving the world and recognising
underlying structures and connections between mathematical ideas.
Mathematics is a subject that empowers pupils to prove results. Pupils develop their problemsolving, decision-making and reasoning skills through working on a range of tasks.
Be healthy
Mathematics enables pupils to understand the numerical data related to becoming and staying
healthy. Monitoring nutritional intake, blood sugar levels and cardiovascular health are all examples
where mathematics assists understanding and can lead to making healthy decisions. By becoming
financially capable, young people are able to exert greater control over factors affecting their health
such as housing and money management. Strategy games and logic puzzles are an important part of
maintaining mental health.
Stay safe
Understanding risk through the study of probability is a key aspect of staying safe and making
balanced risk decisions. Pupils learn to understand the probability scale and use it as a way of
communicating risk factors. They develop an understanding of how data leads to risk estimates. By
understanding probability and risk factors young people are able to make informed choices about
investments, loans and gambling.
Achieve economic wellbeing
An understanding of mathematics, and confidence in using a variety of mathematical skills, are both
key to young people’s ability to play their part in modern society. The skills of reasoning with
numbers, interpreting graphs and diagrams and communicating mathematical information are vital
in enabling individuals to make sound economic decisions in their daily lives. Mathematics skills and
habits of mind are highly prized by many employers and mathematics is a gatekeeper to many
careers and professions.
Make a positive contribution
Having confidence and capability in mathematics allows pupils to develop their ability to contribute
to arguments using logic, data and generalisations with increasing precision. This in turn allows
pupils to take a greater part in a democratic society. Becoming skilled in mathematical reasoning
means pupils learn to apply a range of mathematical tools in familiar and unfamiliar contexts
Developing personal, learning and thinking skills in mathematics
What are we trying to achieve?
The new secondary curriculum focuses on developing the skills and qualities that learners need to
succeed in school and the broader community. The development of personal, learning and thinking
skills (PLTS) is essential to meeting the three national curriculum aims of becoming successful
learners, confident individuals and responsible citizens.
The individual subjects, which make up the curriculum, provide the essential range of activities,
learning opportunities and contexts essential for the effective development of these skills (PLTS).
The framework comprises of six PLTS:
a. independent enquirers
b. creative thinkers
c. team workers
d. self-managers
e. effective participators
f. reflective learners.
PLTS underpin the whole curriculum and can transform young people’s engagement with learning.
They support learners’ understanding of themselves as well as their relationship with others and the
world around them. Effective development of PLTS can raise achievement and make a considerable
impact on learners’ ability to succeed, both now and in adult life.
How do we develop PLTS in mathematics?
The mathematics programmes of study provide a rich and exciting range of opportunities to develop
PLTS as an integral part of subject teaching and learning. Explicit and implicit opportunities are
present in the key concepts, key processes, range and content, and curriculum opportunities.
Independent enquirers
Learners can develop as independent enquirers when they are provided with opportunities in
mathematics to:
 identify for themselves mathematical aspects of a situation, problem or issue, research
answers and find solutions
 pose their own questions, plan what to do, appreciate the number of different techniques
that could be used to anlayse the situation, and select the most appropriate methods, tools
and models to use
 explore and decide how to represent, analyse, interpret, evaluate and process information
to work logically towards results, and reach their own supported conclusions
 develop their independence in selecting the mathematics to use when working on problems
in familiar and unfamiliar contexts.
Creative thinkers
Learners can develop as creative thinkers when they are provided with opportunities in mathematics
to:
 create their own solutions to unfamiliar problems by combining understanding, experiences,
imagination and reasoning to construct new knowledge
 adopt a questioning approach and develop their own lines of inquiry and convincing
arguments to support decisions and conclusions
 draw creatively on their knowledge and understanding to model situations
 challenge assumptions and generate new ideas and ways to solve problems.
Team workers
Learners can develop as team workers when they are provided with opportunities in mathematics
to:
 experience the benefits of working collaboratively to solve mathematical problems in a
range of contexts, both in and out of the classroom
 recognise their own strengths and those of others to allocate roles and tasks and take
responsibility for their own contribution to achieve effective outcomes, for example when
planning an investigation or presentation
 extend their work with others using modern communications systems to draw on a wide
range of information sources, for example contributing to a class blog
 provide and respond to constructive feedback, taking account of different views and
developing the confidence to resolve issues and achieve their identified goals.
Self-managers
Learners can develop as self-managers when they are provided with opportunities, in mathematics,
to:
 take responsibility for organising their own time and resources both in and out of the
classroom to complete extended tasks, for example planning how to tackle a problem
 demonstrate perseverance and initiative by trying out their own ideas with confidence and
creativity when addressing challenging tasks, for example applying skills or concepts to new
or unfamiliar contexts
 respond to an increasing range and complexity of key processes by changing priorities and
managing risks to complete tasks.
Effective participators
Learners can develop as effective participators when they are provided with opportunities in
mathematics to:
 engage personally with issues and problems that demonstrate the relevance and importance
of mathematics to their lives
 experiment with data, mathematical ideas and models to identify and examine issues or
problems and develop their critical understanding
 take an active part in discussions using interpretation and evaluation to develop convincing
arguments
 negotiate and balance diverse views, including their own, making independent decisions and
reaching workable solutions.
Reflective learners
Learners can develop as reflective learners when they are provided with opportunities in
mathematics to:
 recognise how adapting and refining their ideas as work progresses can improve outcomes
 monitor and improve their own performance, inviting and reflecting on feedback from
others and learning from their mistakes
 explore and select different ways of communicating their understanding of mathematics to a
range of audiences
 take responsibility for their own learning and actively engage with opportunities to identify
successes and areas for development.
How do we plan for PLTS in teaching mathematics?
Effective planning for PLTS in mathematics needs to ensure that they are embedded into sequences
of work, teaching approaches and learning outcomes. When this is done well, it will enrich the
experiences of learners and support their progress in mathematics while increasing coherence
across the curriculum.
The following are some questions we might ask to support the development of PLTS through
mathematics.
 Are there planned opportunities for learning and teaching, where the six PLTS can be taught,
practised and reinforced in a range of contexts?
 Are planned experiences sufficiently ‘open’ for learners to draw on personal experiences and
set themselves personal challenges?
 Do activities encourage learners to explore a range of settings, for example collaborative
work, individual work, in the classroom, the school and events in the community?
 Are learners encouraged to communicate in a variety of ways?
 Are there opportunities to make coherent links to learning in other curriculum areas to
effectively connect and enhance learners’ experiences?
 Are e-technologies used effectively to enable and support such learning?
Example
The teacher plans for the class to investigate and compare different ways of upgrading and paying
for a new mobile phone, and also to develop independent enquiry and reflective skills through this
task. Learners will work over several lessons to a timeframe and will conclude by making a
presentation of their findings to the whole class.
It is important for the learners to develop the skills to become increasingly independent, to make
decisions, and take responsibility about the direction and format of their work.
Learners work in groups, taking on specific roles, and are taught ways of enquiring that they apply
and use to answer the investigative questions they have set themselves. They are supported and
encouraged to develop appropriate success criteria and reflect on how their inquiry might have been
improved. They complete individual and group evaluation forms at the end of the task to help them
reflect on their contribution.
This activity involves learners in:

identifying questions to answer and problems to solve, planning and carrying out research to
compare pay-as-you-go phones with contract phones from different sources (independent
enquirers)
 generating ideas and constructing mathematical models, exploring possibilities by carrying
out calculations, varying values and following their own ideas through (creative thinkers)
 proposing practical ways forward, analysing the problem, inviting feedback and revising their
ideas to agree manageable steps (effective participators, reflective thinkers)
 collaborating with others to plan and deliver their class presentation, discussing their
findings, reflecting on and communicating what they have learnt (team workers, reflective
learners)
 evaluating their own performance using feedback from other learners and identifying their
own targets for improvement (independent enquirers, reflective thinkers)
 showing perseverence in working with others to complete the project on time (team
workers, self-managers).
How will we know when we are achieving our aims?
In planning for progression, it is important to develop a clear picture of how learners demonstrate
PLTS in the context of teaching and learning in mathematics and how those skills can raise
achievement in this subject. For example, learners may demonstrate that they are:
 making personal choices about their learning and identifying ways to improve their work, for
example by posing questions and developing convincing arguments
 increasingly selecting and applying their mathematics in real-life and beyond-school contexts
 extending and transferring their understanding, for example by using mathematics in
increasingly complex or unfamiliar contexts, exploring ideas, and using mathematics to
model and interpret situations.
Functional skills in mathematics
Introduction
The term ‘functional’ should be considered in the broad sense of providing learners with the skills
and abilities they need to take an active and responsible role in their communities, in their everyday
life, workplace and in educational settings. Functional mathematics requires learners to be able to
use mathematics in ways that make them effective and involved as citizens, able to operate
confidently in life and to work in a wide range of contexts.
Functional skills in the mathematics programme of study
The revised mathematics programme of study for key stage 3 embeds the level 1 functional skills
standards in mathematics. As well as overlaps in the language used, there are deliberate structural
similarities (summarised in Links with functional skills). Functional skills are a subset of the key
processes set out in the programme of study. All teaching needs to contribute to the development of
the key processes. The key processes of representing, analysing, interpreting, evaluating,
communicating and reflecting, comprise the skills necessary to be functional in mathematics.
The range and content set out in the programme of study goes beyond that which is likely to be
required in the assessment of functional skills at level one.
The key stage 3 programme of study lays the groundwork for pupils to apply their mathematics to
real contexts in key stage 4. In addition, it requires that pupils be introduced to a range of real-life
uses of mathematics, including its role in the modern workplace.
Links with functional skills
Level 1 functional skill standard: representing making sense of situations and representing them
Key stage 3 programme of study key processes: representing
Recognise that a situation has aspects that can be
represented using mathematics
Identify the mathematical aspects of a situation or problem
Make an initial model of a situation using suitable
forms of representation
Simplify the situation or problem in order to represent it
mathematically, using appropriate variables, symbols, diagrams
and models
Decide on the methods, operations and tools,
including ICT, to use in a situation
Choose between representations, Select mathematical
information, methods and tools to use
Select the mathematical information to use
Select mathematical information, methods and tools to use
Level 1 functional skill standard: analysing –
processing and using the mathematics
Key stage 3 programme of study key processes: analysing
Use appropriate mathematical procedures
Use appropriate mathematical procedures
Examine patterns and relationships
Identify and classify patterns, Make and begin to justify
conjectures and generalisations, considering special cases and
counter examples
Change values and assumptions or adjust
relationships to see the effects on answers in the
model
Explore the effects of varying values and look for invariance and
covariance
Find results and solutions
Work logically towards results and solutions, recognising the
impact of constraints and assumptions
Level 1 functional skill standard: interpreting –
interpreting and communicating the results of the
analysis
Key stage 3 programme of study key processes: interpreting and
evaluating
Interpret results and solutions
Form convincing arguments based on findings and make general
statements
Draw conclusions in the light of the situation
Relate findings to the original context, identifying whether they
support or refute conjectures
Consider the appropriateness and accuracy of the
results and conclusions
Consider the assumptions made and the appropriateness and
accuracy of results and conclusions
Level 1 functional skill standard: interpreting –
interpreting and communicating the results of the
analysis
Key stage 3 programme of study key processes: communicating
and reflecting
Choose appropriate language and forms of
presentation to communicate results and conclusions
Communicate findings effectively, Engage in mathematical
discussion of results
Planning for functional skills
The key concept of competence emphasises the need for pupils to be able to adapt and apply their
understanding in a widening range of contexts within the classroom and beyond. This is also at the
heart of functional skills. In this way functional skills are much more than a set of technical
competencies in mathematics; pupils have to use mathematics to tackle tasks and problems. All
teaching needs to be designed in a way that contributes to the development of functional skills.
When planning opportunities for pupils to develop and understand functional skills you should
consider if you have:
 provided opportunities for different skills you are focusing on in representing, analysing and
interpreting to be developed in combination
 ensured that pupils understand that they are learning skills that they will use and apply in a
variety of contexts
 given pupils the chance to select the skills and tools (including ICT) they need for a particular
task
 provided opportunities for pupils to apply these skills for real purposes and contexts beyond
the classroom.
For example, a project for year 9 pupils – ‘How fair is our society?’ – required them to work in small
groups to identify a question they would like to investigate, for example: Is there still slavery today?
How is wealth distributed in our society? Do minority ethnic students do less well at school? Who is
in prison? How does where you are born in the world affect your life expectancy? They then had to
identify suitable data – searching on the internet and interrogating a variety of sources using critical
judgement – to decide on the veracity and reliability of the data found. The data was then analysed
and represented in such a way that they could answer their question, presenting their findings on a
poster and through a presentation to their peers.
This project has the potential to be developed in conjunction with ICT, English and citizenship
colleagues as it addresses wider curricular issues and also offers opportunities to develop functional
skills in ICT and English as well as mathematics.
Planning across the key stage in mathematics
The revision of the key stage 3 programme of study provides an opportunity to review and refresh
your sequences of work. When reviewing planning across the key stage, developing new sequences
of work or revising existing ones, you should consider the following.
Where are the opportunities to develop pupils’ experience of the key concepts?
The key concepts that underpin the study of mathematics should be taught through the key
processes, using the range and content statements to provide the contexts and the curriculum
opportunities to provide depth and range of experience and challenge. In planning, the focus needs
to be on developing a coherent body of knowledge, skills and understanding that reflect the nature
of mathematics rather than focusing on the development of individual technical skills.
Continuity and progression should inform planning, to ensure that learning opportunities build on
previous experiences and offer new challenges. Curriculum opportunities need to offer all learners
the entitlement to develop understanding rather than focusing on coverage of content. This involves
considering how the key concepts will be integrated into teaching and learning across the key stage.
For example 'How will you give your pupils the opportunity to be creative?' This requires them to
adopt a questioning approach towards mathematical activity. 'Why does it work?' 'What happens
if…?' Pupils need to be able to combine understanding, experiences, imagination and reasoning to
develop new mathematics for themselves and apply mathematics to problems in familiar and
unfamiliar contexts.
How can planning ensure that pupils make progress in the key processes?
The aspects of content and process are tightly bound, but it is the process skills that are at the heart
of the revised programme of study, with the range and content being the context within which the
processes can develop. Topics within the range and content can be revisited, building on what the
pupils already know and providing fresh challenges to motivate, stimulate and further develop their
understanding.
Key processes need to be seen and taught holistically, but this does not preclude taking
opportunities to focus on one or more of the key processes at any one time. Although there is a
sense of progression from representing to analysing to interpreting and evaluating, this is not the
reality of most mathematical experiences that involve problem solving. When problem solving, we
not only tend to cycle around the processes several times, but also move backwards and forwards
between these stages as ideas mature, modify and change. This idea is reflected in the diagram
below. (Not included!)
How can you provide opportunities for pupils to engage with real audiences?
Schools are encouraged to provide curriculum opportunities that offer pupils experience of
mathematics outside as well as inside the school environment. Pupils should be encouraged to work
on problems in real contexts, selecting the mathematics and tools, including ICT, to use. Inside
school, departments should consider whether the application of mathematics in other subject areas
is utilised in terms of its contribution to a pupil’s whole experience of mathematics. Outside school,
links can be made with local higher education institutions and businesses, as well as regional and
national projects such as the Science, Technology, Engineering and Mathematics Network
(STEMNET) and the Millennium Mathematics Project (MMP).
Schools should be able to draw on the expertise and support offered by the Secondary National
Strategy (SNS), professional associations and organisations such as the National Centre for
Excellence in the Teaching of Mathematics (NCETM).
New opportunities in mathematics
The revised programme of study offers you many opportunities to refresh and renew your
curriculum, making it broader and more relevant in ways that will inspire and engage learners. Some
of the key themes that underpin the revisions include:
A curriculum for the 21st century
We live in a rapidly changing world and the revised programme of study is designed to equip
learners with the skills they need to meet the challenges of the 21st century. As the workplace
changes, young people will need to be increasingly flexible, adaptable and independent. By
introducing the key concept of ‘competence’ and embedding the functional skills standards, the
programme of study emphasises these qualities, and helps pupils develop the skills needed to be
successful and engage with the world beyond the classroom.
Increased flexibility
The key processes are at the heart of what it means to function mathematically and highlight the
importance of problem solving and mathematical thinking skills. Knowledge of conceptual and
factual information remains important, but the range and content statements are less detailed and
prescriptive which provides more flexibility in their interpretation.
Mathematics has developed over time as a means of solving problems and also for its own sake.
Pupils should continue to solve problems within mathematics itself that may be essentially abstract
in nature.
Coherence
The experience of learning mathematics is too often perceived to be atomistic and about procedural
fluency. The revisions emphasise the dual nature of mathematics, both as a tool for solving problems
in a wide range of contexts and as a discipline with a distinctive and rigorous structure. This is
emphasised in the key concept of ‘applications and implications of mathematics’. Emphasising this
duality enables pupils to see the relevance of mathematics and its crucial role in modern society.
Pupils become successful learners by developing competence in applying mathematics effectively in
a range of contexts including those from within mathematics itself.
Relevance
The revised programme of study encourages teaching and learning in relevant, engaging and
purposeful contexts. Pupils can learn about mathematics through authentic examples from beyond
the school that bring different aspects of mathematics together in local, national and global
contexts. Teachers will be able to plan provision that explores contemporary issues of interest or
concern to their pupils and which will help them become responsible citizens. Planning with other
subject areas will help pupils understand the relevance of mathematics.
Developing cultural understanding
Mathematics can be used as a way of perceiving the world. The revised programme of study
emphasises the rich historical and cultural legacy of mathematics and its importance in modern
society. This will engage and motivate pupils to become more aware of the nature of mathematics
and of the mathematics around them. It will encourage pupils to appreciate that mathematics is a
universal activity that people of all cultures use to make sense of the world.
Critical engagement
Mathematics is important as a tool in public and individual decision-making. The revised programme
of study includes the key concept of ‘critical understanding’. This provides opportunities to develop
pupils’ critical and analytical skills, enabling them to select and sift information thoughtfully and use
mathematics with confidence to inform decision-making. Employers highly regard the knowledge,
skills and understanding developed through mathematics. Pupils will be encouraged to pursue their
interest in mathematics by seeing its relevance to their personal life and future careers.
Making connections
Pupils are most motivated when they can see the relevance of what they are learning within and
beyond school. The revisions give opportunities to make mathematics more connected with the
outside world and move beyond the classroom. This could be through contact with mathematicians,
scientists, journalists and health professionals, for example. The curriculum opportunities section of
the programme of study includes references to working with other subjects. Encouraging pupils to
make connections between the concepts and processes they encounter in different subjects helps to
reinforce learning and broaden their thinking. It has a valuable role in creating a more integrated
whole school curriculum and a more coherent learning experience for pupils.
Planning for inclusion
Planning for inclusion
Planning an inclusive key stage 3 means thinking about shaping the curriculum to match the needs
and interests of the full range of learners.
These include:
 the gifted and talented
 those with special educational needs and disabilities
 pupils who have English as a second language
 the different needs of boys and girls.
Pupils in the school will also bring a range of cultural perspectives and experiences, which can be
reflected in the curriculum and used to further pupils' understanding of the importance of the issues
of diversity.
An inclusive curriculum is one where:
 different groups of pupils are all able to see the relevance of the curriculum to their own
experiences and aspirations
 all pupils, regardless of ability, have sufficient opportunities to succeed in their learning at
the highest standard.
You may find that a useful starting point to planning for inclusion could be to consider your own
school's Disability Action Plan, Race Equality Plan and other equality policies alongside a
comprehensive overview of the data available on pupils from various groups. This can then be used
to draw up a useful framework for curriculum review. You will also be able to identify appropriate
points to involve the learners themselves in some of these developments.
Planning assessment
Planning assessment
Assessment is an essential part of normal teaching and learning in all subjects. It can take many
forms and be used for a range of purposes. To be effective assessment must be ‘fit for purpose’;
being clear what you want the assessment to achieve will determine the nature of the assessment
and what the outcome will be.
When planning assessment opportunities consider the following.
Purpose – What is the assessment for and how will it be used?
Does it form part of ongoing assessment for learning to provide individual feedback or targets so
that the pupil knows what to do next? Is it to provide an overall judgment about how the pupil is
progressing against national curriculum levels? Related to this is the need to consider how the
purpose of assessment affects the frequency of assessment. For example, there should be sufficient
time between level-related judgments to allow a pupil to show progress, whereas to be effective the
assessment of ongoing work should be embedded in day-to-day teaching and learning.
Evidence – What are the best ways to gather the evidence needed to support the purpose of the
assessment?
Assessment shouldn’t be limited to written outcomes and any meaningful judgment of progress or
attainment should be based on a range of evidence. This could include assessing the learning as it’s
happening through observation, discussion or focused questioning; involving pupils in the process
through peer or self-assessment; or sampling a range of work over a period of time. If there are
areas where you don’t have sufficient evidence you could either adjust your planning or use a more
focused short task or test to fill the gap. The gathering of evidence also needs to be manageable.
With care, the same evidence may be used for a variety of purposes.
Outcome – What form will the assessment outcome take and how will it be used?
Depending on the purpose of the assessment the outcome could be a level judgement of progress
over time or a specific and measurable improvement target for the pupil. Effective use of the
assessment outcome results in actions such as providing an instant response or planning for the
longer term. The best means of communicating assessment outcomes should also be considered. For
example, it might be through written feedback or discussion. The outcome may also provide you
with valuable information for your future planning, by identifying areas that need to be revisited by
a class or individuals to secure understanding or by revealing gaps in curriculum coverage where
there is no evidence of achievement in a particular area to assess.
Further guidance on gathering evidence, integrating assessment, periodic assessment and the role of
tasks and tests can be found under Principles for national curriculum assessment.
Further guidance on day-to-day assessment and peer and self-assessment can be found under
Principles for ongoing assessment.
Personal development
Building personal development into the curriculum
Personal development in school is the means by which all young people are supported in their
spiritual, moral, physical, emotional, cultural and intellectual development according to their needs,
and regardless of their social and/or economic backgrounds. It promotes their wellbeing and enables
them to develop their potential as healthy, enterprising and responsible citizens in our society.
An effective curriculum that supports personal development is one of the main ways in which a
school can demonstrate its contribution to the Every Child Matters (ECM) outcomes:
 be healthy
 stay safe
 enjoy and achieve
 make a positive contribution
 achieve economic wellbeing.
These outcomes are reflected directly in the curriculum aims – for young people to become
successful learners, confident individuals and responsible citizens – and this makes ECM a
fundamental feature of the curriculum. The personal, learning and thinking skills are also integral to
the personal development of young people and the roles they take on in life – as family member,
friend, neighbour, partner, parent, employee, employer, citizen and member of communities.
An effective curriculum will include a planned and coherent approach to personal development and
ECM and be reflected in the ethos and values of the school. Every member of the school staff can
contribute to personal development and therefore to the wellbeing of each young person in the
school.
A coherent and planned approach
The whole curriculum – learning both within and outside classrooms, across and beyond the
curriculum, and in all subjects – should promote high expectations, attainment and the personal
development of all pupils.
ECM and subjects
All subjects contribute to the personal development of learners; guidance on how each subject
contributes to the ECM outcomes is provided. (See the links below).
The curriculum includes two new programmes of study within the area of personal, social, health
and economic education (PSHE): personal wellbeing, and economic wellbeing and financial
capability. These programmes of study make a special contribution to personal development and
bring together in a coherent way personal, social and health education, careers education,
enterprise and business education, work-related learning and financial capability. Both programmes
of study are non-statutory, but include some statutory elements.
All young people should have opportunities to participate in a wide range of compelling learning
experiences where they can try new things and meet new challenges. Examples include:
 performance – through drama, choirs, orchestras, public speaking, sports
 taking responsibility – undertaking leadership and support roles in events and activities, such
as outdoor and adventurous activities, playground leaders, peer mediation and buddy
programmes
 collaboration and participation in events – such as mini-enterprise activities, environmental
or local history projects, clubs and visits, community action, student council, students are
researchers, school newspaper
 encountering challenging and unfamiliar contexts – such as residential and communitybased work, work-related learning and working with professionals and experts.
Personal development and Every Child Matters
This framework shows how the curriculum contributes to the achievement of the five Every Child
Matters outcomes. The social and emotional aspects of learning (SEAL) programme can also make a
significant contribution.
The whole curriculum should help young people who:
 enjoy and achieve – develop the capacity to enjoy learning and succeed in it
 stay safe – learn how to stay safe and manage risk
 be healthy – understand how to maintain a healthy lifestyle
 make a positive contribution – form relationships and participate in society
 achieve economic wellbeing – acquire the skills, knowledge and understanding relevant to
adult and working life.
Enjoy and achieve – develop the capacity to enjoy learning and succeed in it
Through becoming self-aware and self-managing (personal, learning and thinking skills: selfmanagers) young people will:
 develop a positive sense of their own identity and self-esteem
 be able to enjoy life and be positive about its challenges (aims: confident individuals)
 use their imagination and creativity to develop new ideas, insights and new ways of doing
things (personal, learning and thinking skills: creative thinkers)
 learn to assess their skills, achievement and potential to set personal goals, negotiating and
planning ways to meet them (personal, learning and thinking skills: reflective learners)
 understand that achievement is life-long and that there are different ways to succeed
 aim to achieve personal excellence, enjoy learning and be motivated to achieve their best
(aims: successful learners).
Stay safe – learn how to stay safe and manage risks
Through learning how to make informed and responsible choices, young people will:
 understand how to identify risks, minimise them and deal with them in different situations
(personal, learning and thinking skills: self-managers) be able to make safe choices (aims:
confident individuals)
 develop the confidence to take on new experiences and ideas safely (aims: confident
individuals)
 identify the dangers in new and different choices in a changing technological world (aims:
responsible citizens)
 develop skills, such as negotiation and assertiveness, to resist unhelpful pressure (personal,
learning and thinking skills: effective participators).
Be healthy – understand how to maintain a healthy lifestyle
Young people will understand:
 how to look after their physical, emotional and sexual health (aims: confident individuals)
 that they can and should make positive choices and take sensible actions and avoid harmful
choices (aims: confident individuals)
 the consequences that some decisions might have on their health and that of others and
how to deal with illness, in themselves and others (personal wellbeing).
Make a positive contribution – form relationships and participate in society
Young people will:
 understand the multiple roles individuals play (personal, learning and thinking skills:
effective participators)
 develop the skills and strategies to form effective relationships in a variety of roles (aims:
responsible citizens)
 know how to make a difference in a group, community or society (citizenship)
 know how to work effectively with a range of people of diverse cultures and backgrounds
(personal, learning and thinking skills: team workers) understand the consequences of antisocial behaviour (aims: responsible citizens).
Achieve economic wellbeing – acquire the skills, knowledge and understanding relevant to adult
and working life
Young people will be able to:
 understand the qualities and skills needed for adult and working life (aims: responsible
citizens)
 handle uncertainty and respond positively to change (personal wellbeing)
 make reasonable risk/reward assessments and act upon them in a variety of contexts, both
personal and work-related (personal wellbeing and economic wellbeing and financial
capability)
 understand about the global economy, the way business works and that there are different
kinds of business (citizenship and economic wellbeing and financial capability)
 manage their own money and be questioning and informed consumers of financial services
(citizenship and economic wellbeing and financial capability).
Skills
If young people are to be prepared for the future they need to develop essential skills and qualities
for learning, life and employment. These include skills that relate to learning in subjects as well as
other more generic, transferable skills.
A dynamic, forward-looking curriculum creates opportunities for learners to develop as selfmanagers, creative thinkers, reflective learners, problem-solvers, teamworkers, independent
learners, and effective communicators.
The framework for personal, learning and thinking skills (PLTS) – developed in consultation with
employers, parents, schools, students and the wider public – captures these skills and competencies.
It provides a national framework which schools can build on in order to meet the needs of their
young people and broader communities.
Alongside the functional skills of English, mathematics and information and communication
technology (ICT), PLTS are a fundamental part of learning across the curriculum. They are embedded
in the new programmes of study and are an essential part of the Diploma qualifications. The aims of
the curriculum are for all 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. The development of PLTS within
your curriculum will help achieve these aims.
Functional skills
What are functional skills?
Functional skills are those core elements of English, mathematics and ICT that provide individuals
with the skills and abilities they need to operate confidently, effectively and independently in life,
their communities and work. Individuals possessing these skills are able to progress in education,
training and employment and make a positive contribution to the communities in which they live
and work.
The functional skills standards are embedded in the revised programmes of study for English,
mathematics and ICT. However, functionality within the curriculum is not limited to these subjects.
The curriculum opportunities in the programmes of study for all subjects encourage working beyond
the school and making links with other subjects and many key processes have the potential for
functional skills development.
Principles of functional skills
Functional skills should be integrated into the curriculum. To be effective, functional skills teaching
must be relevant and allow learners to engage with real situations in the real world.
Learners need opportunities to:
 apply their skills in plausible contexts or use their skills for real purposes
 engage with the world beyond the classroom
 integrate learning by linking knowledge within and between the functional areas
 spend time planning and developing their work
 make choices and decisions, think creatively and act independently
 experience success in real situations as a result of using their skills effectively.
Functional skills in the curriculum
Functional skills are embedded in the revised programmes of study for English, mathematics and ICT.
In addition, all subjects provide rich opportunities to develop functional skills. For example
geography requires learners to undertake fieldwork, providing an excellent opportunity to apply
mathematics and ICT functional skills in a real context with a meaningful outcome.
In citizenship, the key processes identified as ‘Taking informed and responsible action’ offer learners
the opportunity to take action to improve their community. For example, they could organise a
campaign for a new crossing at a local accident hotspot. This would involve pupils writing to key
people to gather information, which they then process and analyse. Results and recommendations
could be communicated in a written report or in a structured discussion and presentation.
However, individual subjects by themselves are unlikely to provide the complete range of
experiences and practical opportunities learners need. The wider school curriculum provides
functional skills opportunities, for example:
 going beyond lessons and building on learners’ wider experiences
 working across subjects, linking elements from the three core functional subjects.
All learning experiences should be part of a coherent set and functional skills objectives should be
identified for each activity. To have a meaningful impact, the curriculum should encourage learners
to use skills in an integrated way. For example, in English, it is likely that most real-life contexts to
solve problems or take action would involve a combination of reading, writing, speaking and
listening rather than dealing with each area in isolation.
Functional skills and English, mathematics and ICT
The revised programmes of study for English, mathematics and ICT embed the knowledge, skills and
understanding necessary to develop functional skills (level 1 at KS 3 and level 2 at KS 4).
The key concepts in these subjects underpin the functional elements including: competence (English,
mathematics) and capability (ICT); critical understanding (English, mathematics) and critical
evaluation (ICT). The key concept of creativity (English, mathematics) also has an important role to
play in developing the aptitudes, attitudes and behaviours that enable young people to play a full
role in the workplace, in education and in their wider communities. In its widest sense, creativity is
concerned with flexibility of thinking, responsiveness to unfamiliar situations and ideas and the
ability to use skills and critical thinking in appropriate ways.
Functional English skills
Individuals with functional English skills are confident and capable when using the skills of speaking,
listening, reading and writing. They are able to:
 communicate effectively, adapting to a range of audiences and contexts
 explain information clearly and succinctly in speech and writing
 express a point of view reasonably and persuasively
 use ICT to communicate effectively
 read and understand information and instructions, then use this understanding to act
appropriately
 analyse how ideas and information are presented, evaluating their usefulness, for example
in solving a problem
 make an oral presentation or write a report
 contribute to discussions and use speech to work collaboratively to agree actions and
conclusions.
Functional mathematics skills
Individuals with functional mathematics skills understand a range of mathematical concepts and
know how and when to use them. They:
 have the confidence and capability to use mathematics to solve increasing complex
problems
 are able to use a range of tools, including ICT as appropriate
 possess the analytical and reasoning skills needed to draw conclusions, justify how these
conclusions are reached and identify errors or inconsistencies
 are able to validate and interpret results, judging the limits of the validity and using the
results effectively and efficiently.
Functional ICT skills
 Individuals with functional ICT skills are confident and capable when using ICT systems and
tools to meet a variety of needs in a range of contexts. They are able to:
 use ICT to find, select and bring together relevant information
 develop, interpret and exchange information for a purpose
 apply ICT safely to enhance their learning and the quality of their work.
Planning for functional skills
Schools who have integrated functional skills into the curriculum have found their pupils are
motivated by the broader curriculum and enjoy working independently and flexibly. Their pupils are
better able to transfer skills between subjects and to apply their skills in a range of contexts.
When planning to include functional skills in the curriculum you need to consider:
 what you are trying to achieve
 how you will organise the curriculum to achieve your aims
 how well you are achieving your aims.
What are you trying to achieve?
Begin by identifying your functional skills priorities. What are your learners’ strengths and
weaknesses in terms of functional skills? Which functional skills do you want to develop?
How will you organise the curriculum to achieve your priorities?
There are many approaches to developing functional skills including:
 through subjects, with links across subjects being made through common topics or themes
 separately timetabled thematic days, activity weeks and events, often including block
timetabling
 activities integrated into the routines of the school, such as running a mini-enterprise or
community event.
The functional skills case studies illustrate a variety of approaches taken by a range of schools.
In order to deliver functional skills you will need to consider how to make best use of:
 time
 staffing, including teachers and mentors
 space and facilities
 resources and equipment
 approaches to teaching, learning and assessment.
How will you know when you have achieved your aims?
If you really want to know if your curriculum development work is having the desired impact on your
learners, you need to establish a clear baseline and then carry out regular, planned evaluations to
check the progress of your work.
For each functional skills priority, consider what evidence you need to collect in order to show
progress. Remember that you only need to collect evidence that is directly relevant to each aim.
Evaluation should be an ongoing process and planning specific opportunities to gather, analyse and
act on the information you collect needs to be part of your curriculum development journey.
Personal, learning and thinking skills
Overview
The personal, learning and thinking skills (PLTS) provide a framework for describing the qualities and
skills needed for success in learning and life. The PLTS framework has been developed and refined
over a number of years in consultation with employers, parents, schools, students and the wider
public.
What are PLTS?
The framework comprises six groups of skills:
 independent enquirers
 creative thinkers
 reflective learners
 team workers
 self-managers
 effective participants.
For each group of skills, a focus statement sums up the range of skills and qualities involved. This is
accompanied by a set of outcome statements that describe the relevant skills, behaviours and
personal qualities.
Each group of skills is distinctive and coherent. The groups are also interconnected and learners are
likely to encounter skills from several groups in any one learning experience. For example, an
independent enquirer sets goals for their research with clear success criteria (reflective learner) and
organises their time and resources effectively to achieve these goals (self-manager). To develop
independence, learners need to apply skills from all six groups in a wide range of contexts.
Independent enquirers
Focus
Young people process and evaluate information in their investigations, planning what to do and how
to go about it. They take informed and well-reasoned decisions, recognising that others have
different beliefs and attitudes.
Skills, behaviours and personal qualities
Young people:
 identify questions to answer and problems to resolve
 plan and carry out research, appreciating the consequences of decisions
 explore issues, events or problems from different perspectives
 analyse and evaluate information, judging its relevance and value
 consider the influence of circumstances, beliefs and feelings on decisions and events
 support conclusions, using reasoned arguments and evidence.
Creative thinkers
Focus
Young people think creatively by generating and exploring ideas, making original connections. They
try different ways to tackle a problem, working with others to find imaginative solutions and
outcomes that are of value.
Skills, behaviours and personal qualities
Young people:
 generate ideas and explore possibilities
 ask questions to extend their thinking
 connect their own and others’ ideas and experiences in inventive ways
 question their own and others’ assumptions
 try out alternatives or new solutions and follow ideas through
 adapt ideas as circumstances change.
Reflective learners
Focus
Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria
for success. They monitor their own performance and progress, inviting feedback from others and
making changes to further their learning.
Skills, behaviours and personal qualities
Young people:
 assess themselves and others, identifying opportunities and achievements
 set goals with success criteria for their development and work
 review progress, acting on the outcomes
 invite feedback and deal positively with praise, setbacks and criticism
 evaluate experiences and learning to inform future progress
 communicate their learning in relevant ways for different audiences.
Team workers
Focus
Young people work confidently with others, adapting to different contexts and taking responsibility
for their own part. They listen to and take account of different views. They form collaborative
relationships, resolving issues to reach agreed outcomes.
Skills, behaviours and personal qualities
Young people:
 collaborate with others to work towards common goals
 reach agreements, managing discussions to achieve results
 adapt behaviour to suit different roles and situations, including leadership roles
 show fairness and consideration to others
 take responsibility, showing confidence in themselves and their contribution
 provide constructive support and feedback to others.
Self-managers
Focus
Young people organise themselves, showing personal responsibility, initiative, creativity and
enterprise with a commitment to learning and self- improvement. They actively embrace change,
responding positively to new priorities, coping with challenges and looking for opportunities.
Skills, behaviours and personal qualities
Young people:
 seek out challenges or new responsibilities and show flexibility when priorities change
 work towards goals, showing initiative, commitment and perseverance
 organise time and resources, prioritising actions
 anticipate, take and manage risks
 deal with competing pressures, including personal and work-related demands
 respond positively to change, seeking advice and support when needed
 manage their emotions, and build and maintain relationships.
Effective participators
Focus
Young people actively engage with issues that affect them and those around them. They play a full
part in the life of their school, college, workplace or wider community by taking responsible action to
bring improvements for others as well as themselves.
Skills, behaviours and personal qualities
Young people:
 discuss issues of concern, seeking resolution where needed
 present a persuasive case for action
 propose practical ways forward, breaking these down into manageable steps
 identify improvements that would benefit others as well as themselves
 try to influence others, negotiating and balancing diverse views to reach workable solutions
 act as an advocate for views and beliefs that may differ from their own.
PLTS through subjects
The personal, learning and thinking skills (PLTS) framework supports young people in their learning
across the curriculum. The skills should be developed through the range of experiences and subject
contexts available in the national curriculum, so that the PLTS framework supports and
complements the subject programmes of study.
Increasing understanding of the six areas of PLTS, and the sets of skills and competencies they
encompass, can provide a common focus for learning across subjects. For example, a school day
could be chosen for a focus on becoming more reflective learners. Through this students learn to
develop and transfer skills across a range of contexts. They can then use what they have learnt to
support their attainment across the curriculum.
Many schools plan for developing young people’s PLTS by explicitly mapping PLTS objectives into
schemes of work, alongside subject-based objectives.
Some schools use the skills identified in the PLTS framework to plan and present their curriculum in
new and innovative ways. The skills provide the starting point for planning and the statutory
programmes of study are mapped against these. Learners in these schools still experience the rich
range of curricular experiences promoted through the subject contexts of the national curriculum.
PLTS and other skills frameworks
The PLTS framework complements and works effectively with other initiatives, including the SEAL
project, and together with the functional skills of English, mathematics and ICT, it plays a crucial role
in preparing young people for successful learning, work and life.
The PLTS framework also reflects competency frameworks and skills taxonomies promoted through
other initiatives such as Social and emotional aspects of learning (SEAL), RSA Opening Minds and
Futurelab's Enquiring minds.
Cross-curriculum dimensions
What are dimensions?
To achieve the aims of the curriculum, young people need to experience opportunities to
understand themselves and the world in which they live.
Cross-curriculum dimensions provide important unifying areas of learning that help young people
make sense of the world and give education relevance and authenticity. They reflect the major ideas
and challenges that face individuals and society.
Dimensions can add a richness and relevance to the curriculum experience of young people. They
can provide a focus for work within and between subjects and across the curriculum as a whole,
including the routines, events and ethos of the school.
Cross-curriculum dimensions include:
 identity and cultural diversity
 healthy lifestyles
 community participation
 enterprise
 global dimension and sustainable development
 technology and the media
 creativity and critical thinking.
Using dimensions
Although dimensions are not a statutory part of the National Curriculum, schools will find them
useful in designing and planning their wider curriculum. Individual dimensions should not be
considered in isolation as they are often interdependent and mutually supportive. For example,
there are links between identity and cultural diversity and global dimension and sustainable
development, and between creativity and critical thinking and technology and the media.
Schools have found many different ways to build cross-curriculum dimensions into their curriculum.
They include:
 teaching the dimensions through subjects, with links across subjects being made where
there are common issues or areas of learning
 specifically timetabled thematic days, activity weeks or events that focus on a particular
dimension
 activities that are integrated into the routines of the school, such as running a minienterprise or arranging a fundraising event
 educational visits or out of hours learning opportunities
 using experts from outside of the school to stimulate discussion and debate in assemblies or
with specific groups of learners.
Schools are encouraged to build the dimensions into their curriculum in a way that reflects the
specific needs, interests and context of their learners.
Identity and cultural diversity
Identity and cultural diversity
What is this dimension?
Learning about identity and cultural diversity can help young people to live and work together in
diverse communities, both in this country and the wider world. It can also help them develop their
identity and sense of belonging which are fundamental to personal well-being and the achievements
of a flourishing and cohesive society.
The UK already consists of a huge range of ethnicities, cultures, languages, beliefs and religions.
These are not static but constantly changing and fusing, so that people identify with different
aspects of their heritage in different situations. Diversity also encompasses age, social class, regional
differences, gender, sexual orientation, religious and non-religious beliefs and values.
Young people need to develop the ability to see themselves as part of this diversity, and to critically
reflect on who they are. Schools can give them the opportunity to explore their identities in a safe
and positive environment, and to discuss what is important to them and their families. This develops
a sense of belonging to a community that values them and improves their understanding of what
binds people in communities together. When individuals recognise and value their own culture,
beliefs and traditions, they can better understand how others develop their identities.
The identity and cultural diversity curriculum dimension helps learners to gain a broad
understanding of the country they are growing up in: its past, its present and its future. They learn
about its range of cultures and traditions, its political system, values and human rights, how it has
evolved to be as it is, and in particular, how they are able to contribute through democratic
participation to its future development.
Pupils will engage critically with the following questions:
 Who do we think we are?
 What connects us with and distinguishes us from others in the UK and the rest of the world?
 What are our roles in shaping a cohesive society?
Identity and cultural diversity in the curriculum
Young people can learn to appreciate and understand the complex diversity of our society through
the opportunities offered as part of the planned curriculum of the school. They need to acquire a
positive attitude towards difference, which can come about through a strong school ethos of valuing
individuals and their contributions to the school community.
Developing the identity and cultural diversity dimension in the curriculum is an important part of the
work schools undertake to promote community cohesion. Teaching opportunities can form part of
what is taught through subjects, through cross-curricular activity and through other learning
activities that are part of a school's curriculum. The case studies provide practical examples of how
schools have approached this dimension.
Work on identities and cultural diversity may provoke extremely strong sentiments in some learners.
There are a number of specific ways in which teachers can encourage learners to value diversity and
challenge racism.
1. By using appropriate resources
 Explore how technology has transformed ways of working together to create knowledge and
to share ideas and information.
 Use images and artefacts to show diversity within as well as between cultures and groups.
 Ensure representations of minority cultures and groups are not reduced to tokenistic
artefacts and customs.
 Ensure the choice of examples and activities provide balance. Ask questions such as ‘Am I
using examples and activities that represent only one dominant culture?' and ‘Can I draw on
a more diverse range of examples and activities?'
2. By presenting a broad and balanced view of diversity, culture and identity
 Give learners an accurate view of beliefs, practices and lifestyles of minority ethnic
communities, cultures and groups.
 Emphasise that any specific culture or group is diverse, dynamic and changing.
 Avoid presenting minority cultures or groups as problematic or exclusively as victims.
 Compare and contrast minority ethnic communities, cultures and groups living in the UK
with their counterparts in different countries to illustrate differences within a community,
culture or group.
 Investigate with learners how minority and majority communities, cultures and groups
influence each other.

Recognise that many communities, cultures and groups share some, but not all, values.
There may be values, attitudes or opinions that are problematic for others within the same
community, culture or group and for those from other backgrounds.
3. By challenging assumptions
 Question commonly held opinions and stereotypes (for example that migration is a recent
occurrence in the UK).
 Explore and highlight the influence of communities, cultures, groups and traditions from
around the world on the UK.
 Investigate and challenge how the media portrays different countries and peoples (for
example at times of natural disaster, war and conflict).
4. By creating an open climate
 Use ground rules and distancing techniques when discussing sensitive and controversial
issues such as racism, to ensure learners can contribute ideas, listen to and respond to what
others say, challenge ideas they do not agree with and reflect on what they have learnt.
 Avoid making any individual or group feel uncomfortable about who they are or the
background they have, through careful management of discussion points.
 Encourage learners to take pride in their identity and culture including their nationality, faith
and family traditions.
 Encourage learners to use their experiences of art, literature, music, film and artefacts from
different cultures to explore their own values, ideas and identity.
Planning for identity and cultural diversity learning
When planning for the identity and cultural diversity curriculum dimension it is important to identify
learning outcomes and the opportunities learners will need to help them achieve these.
For example:
 Young people need to be offered explicit opportunities to explore their identities if they are
to develop their own sense of belonging and self esteem.
 To understand the consequences of intolerance and discrimination, young people need to
be able to engage critically with controversial issues and debates.
Community cohesion
Community cohesion refers to a society in which there is a sense of belonging across all
communities, where diversity is appreciated and valued, and where there are similar life
opportunities for all.
A cohesive society is a fairer and happier one. Schools have a duty to promote community cohesion,
and from September 2008 Ofsted are required to inspect and report on the contributions made in
this area.
In addition to valuing individual members of the school and ensuring that pupils find out about the
wide range of groups and cultures represented in society, schools should work with and use
resources in the local community. They can do this by addressing three questions:
 What does our school know about the community it serves and community issues?
 How are we using that knowledge to promote community cohesion, serve the needs of our
learners and address the issues?
 How will we know whether our strategy has been successful in promoting community
cohesion?
Developing a curriculum that promotes community cohesion
Schools should consider how the whole curriculum develops and promotes community cohesion by
exploring the following questions:
 What is taught and learned in the curriculum that promotes community cohesion?
For example, students could learn about identity and belonging, diversity and shared values, human
rights and equalities. Skills developed might include effective participation through active citizenship
and how to take informed and responsible action.
 How is equality and excellence ensured for all learners, including harder to reach groups?
Schools should ensure that equal opportunities are provided for all to succeed at the highest
possible level. Barriers to access and participation in learning should be removed.
 How are learners engaged in opportunities to interact positively and to learn about people
from different backgrounds to their own?
Healthy lifestyles
Young people with healthy lifestyles have a good balance of work and play, a healthy diet and an
appropriate amount of physical activity and rest. A healthy lifestyle is about both physical and
mental wellbeing.
Education for health is concerned with the social and emotional aspects of learning, and relates to
issues that are real and relevant to many young people, including sex and relationships, body image,
drug, alcohol and tobacco use.
Education for health should seek to encourage young people to eat sensibly, stay physically active
and maintain good levels of personal wellbeing. Young people should be able to look after
themselves, and stay safe from violence, exploitation and injury.
Good health and effective learning go hand-in-hand. Schools educating young people on, for
example, the benefits of healthy eating and regular exercise can bring about both immediate and
long-term improvement to their quality of life.
In order to live healthy and fulfilling lives, young people need to understand the consequences of the
choices they make. They need opportunities to develop self-respect and build the confidence to
make responsible, informed and healthy choices about their lives. Schools can provide the
knowledge, skills and understanding that pupils need to lead healthy lives, not just through what is
taught, but also through the school’s routines, organisation and environment.
Developing a curriculum that supports healthy lifestyles
In order to help learners understand the characteristics of a healthy lifestyle and make informed
decisions about living healthily, they should have opportunities across the curriculum to:
 meet, talk and work with a range of people, including professionals from the health and
emergency services
 develop positive relationships with a wide range of people
 consider social and moral dilemmas, including the varied attitudes and values underpinning
some of the healthy lifestyle issues they encounter in their communities
 find information and advice, for example through helplines and websites, and learn how to
provide information to others
 prepare for change, for example by anticipating the challenges of new and widening social
groups as they get older, and by considering the choices they may have to make
 feel positive about themselves, for example by giving and receiving positive feedback, and
keeping a record of their progress and achievements.
The DCSF has identified five key objectives to help schools create a healthier environment for pupils.
 To promote a school ethos and environment that encourages a healthy lifestyle.
 To use the full capacity and flexibility of the curriculum to achieve a healthy lifestyle.
 To ensure that the food and drink available during the school day reinforces the healthy
lifestyle message.
 To provide high-quality physical education and school sport, and promote physical activity as
part of a lifelong healthy lifestyle.
 To promote an understanding of the full range of issues and behaviours that impact upon
lifelong health.
Supporting resources
Healthy schools The National Healthy Schools Programme (NHSP) helps schools develop a wholeschool approach to promoting young people’s health and wellbeing. The programme supports the
link between health, behaviour and achievement – it is about healthy and happy children and young
people doing better in learning and in life.
Making sense of health Making sense of health is an educational and community health, web-based
resource for teachers and young people in primary and secondary education, and also for parents
and public health professionals. It is a preventative health resource that aims to empower young
people to make better lifestyle choices, engage with community health issues, become better
informed patients and use the NHS more appropriately.
The National Institute for Health and Clinical Excellence (NICE)
NICE has issued the first national guideline addressing the assessment and management of weight
and the identification and prevention of obesity in adults and children. The guideline contains wideranging recommendations, not just for the NHS, but also for schools and providers of early years'
education, local authorities, employers and town planners.
The guideline recommends that schools address their environment and ensure that the ethos of all
policies helps children and young people to maintain a healthy weight, eat a healthy diet and be
physically active. This includes policies relating to building layout and recreational spaces, catering
(including vending machines) and the food and drink children bring into school, the taught
curriculum (including PE), school travel plans and provision for cycling.
The guideline is available from the NICE website, along with a version entitled 'Understanding NICE
guidance: preventing obesity and staying a healthy weight.'
Community participation
Active participation in the life of the school and the wider community helps young people to develop
a sense of purpose and belonging, so that they feel able to make a difference in their own lives and
to the communities in which they live.
Young people are already citizens so it is important to provide opportunities for them to become
involved in the life of the school and the wider community, for the benefit of others or to bring
about change. By giving young people a voice in their school, it is possible to develop a sense of
responsibility and increase their motivation and engagement with learning.
Working on community projects that involve real audiences, purpose and decision-making, can help
young people to see themselves as responsible citizens and as agents for positive change. By
working beyond the school and with different groups, young people have the opportunity to
contribute to community cohesion.
Through community participation, young people will learn to consider the impact of what they are
doing for others, and their potential to influence decision makers and change things for the better.
By working with a wide range of people, they will develop the confidence to explore issues and ideas
critically, and a willingness to try new things and take managed risks.
As a result, society will gain young people who:
 act as responsible citizens
 are willing to volunteer to make a difference
 confidently work with others to influence those in power
 are motivated to change society for the better.
Developing a curriculum that supports community participation
In order to help learners to understand about community participation and develop the skills to get
involved, they should have opportunities across the curriculum to:
 work with a range of people from the community, including individuals, groups and
organisations
 identify issues, problems and areas where improvements could be made in their community
 explore what they need to know in order to be able to make a difference, and find out who
can help or provide advice and guidance
 take action while working collaboratively with others
 reflect on what they have learned, evaluating the success of their action and deciding what
to do next.
Supporting resources
Community Service Volunteers (CSV) CSV is the UK’s largest volunteering and training organisation.
They believe that everyone should be able to take part in the life of their community and offer tailormade courses to help support schools and colleges develop their volunteering programmes.
V is an independent charity that champions youth volunteering in England. They fund organisations
to develop and deliver innovative volunteering opportunities that are accessible and engaging to 16to 25-year-olds.
Working together: giving children and young people a say
In spring 2004, the Department for Education and Skills (DfES) produced guidance for school
governing bodies and local education authorities (LEAs), to encourage the involvement of children
and young people in decision-making processes. The guidance provides a basis for schools to decide
how best to involve children and young people in all aspects of the life of the school, with examples
of good practice for them to use and adapt. See the guidance at Teachernet.
Enterprise
Enterprise is about initiative and the drive to make things happen. Enterprising people create and
implement new ideas and ways of doing things, handle uncertainty and respond positively to
change. They have a positive 'can-do' attitude.
The importance of having an enterprising attitude has never been greater. In today's rapidly
changing society and economy, it has become increasingly important for individuals to be able to
spot opportunities, show initiative and adapt to changing circumstances.
Enterprise education encourages young people to be innovative, to take and manage risks, and to
develop determination and drive. Enterprise education is not about a body of knowledge - it is about
developing young people's ability to embrace change positively, show initiative, take responsibility
and manage themselves. Developing enterprising and entrepreneurial qualities will benefit young
people in their personal and working lives, and the communities in which they live.
Social enterprise is an important part of community development and business. It strongly supports
the acquisition of enterprise attributes as an important factor in developing a skilled workforce and a
dynamic economy.
Developing a curriculum that supports enterprise
In order to help learners understand enterprise and develop entrepreneurial characteristics, they
should have opportunities across the curriculum to take personal responsibility for their own actions
through an enterprise process that involves four stages:
 stage 1 – tackling a problem or need. Students generate ideas through discussion to reach a
common understanding of what is required to resolve the problem or meet the need
 stage 2 – planning the project or activity. Breaking down tasks, organising resources,
deploying team members and allocating responsibilities
 stage 3 – implementing the plan. Solving problems, monitoring progress.
 stage 4 – evaluating the processes. Reviewing activities and final outcomes, reflecting on
lessons learned and assessing the skills, attitudes, qualities and understanding acquired.
Learners should also have opportunities across the curriculum to:
 draw on their previous enterprise learning in applying their skills, knowledge and
understanding to develop and demonstrate their enterprise capability
 reflect on, recognise and articulate what they have learnt
 get involved in a range of entrepreneurial activities, including business and community
projects, mini-enterprises, simulations, work and community placements, and enterprise
days and events
 work with partners, for example other schools and training providers, education-business
link organisations, agencies that network voluntary bodies, business, social and community
enterprises, governors and parents

learn in an environment where they are given autonomy to tackle relevant problems or
issues that involve an element of risk and uncertainty about final outcomes, as well as
regard for their successful resolution
 experience a range of teaching approaches that encourage active learning, including
problem-based approaches, collaborative and cooperative activities, coaching and
mentoring
 establish some permanent, student-run companies that offer real opportunities to provide
goods and services to the community, in addition to shorter-term mini-enterprises
 enhance their enterprise capability in subjects across the curriculum, beyond the business
context as well as through specific enterprise activity
 create 'virtuous circles' of enterprise activities so that commercial enterprises are used to
fund social enterprises, for example on sustainable development
 articulate how they have developed and demonstrated enterprise capability, and why these
skills for life are important for the future.
Supporting resources
Enterprising heads, enterprising schools The Department for Education and Skills (now the
Department for Children, Schools and Families) identifies 25 characteristics of enterprising schools
in its publication Enterprising heads, enterprising schools.
Enterprise education portal This is a one-stop shop solution for enterprise education in England:
www.enterpriseinschools.org.uk
QCA website Find examples of delivering enterprise education through curriculum subjects:
www.qca.org.uk/14-19/11-16-schools/110_2032.htm
The Social Enterprise Coalition Find out more about social enterprise and to read case studies of
social enterprise in action: www.socialenterprise.org.uk
Enterprise education for schools Guidance and resources for implementing enterprise education in
schools for teachers, senior managers, curriculum planners, enterprise and work-related learning
coordinators, and organisations that support schools:
www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation
Make your mark
Make your mark is the national campaign to create an enterprise culture among young people in the
UK. They give people in their teens and twenties the inspiration and opportunity to turn their ideas
into reality, whether through starting businesses or social enterprises, or by making an idea happen
at work. www.starttalkingideas.org
Global dimension and sustainable development
Issues of global significance are brought into our lives in a way that they never were for previous
generations. Global media and communications, travel and immigration mean that we now have
much more exposure to people and cultures from many different parts of the world. This provides a
tremendous range of positive opportunities to broaden young people’s experience and knowledge.
At the same time, issues of poverty, inequality, conflict, and economic and environmental damage
present major challenges for society. Education for the global dimension and sustainable
development helps young people to appreciate these challenges and opportunities and to recognise
their responsibilities as members of a global community.
A curriculum for the 21st century should encourage learners to be aware of global issues. Learners
should evaluate information and events from a global perspective. By exploring the connections
between the local and the global, they can also realise that it is possible to play a part in working
towards solutions to challenges, such as climate change and global poverty. The global dimension
incorporates global citizenship, conflict resolution, diversity, human rights, interdependence, social
justice, sustainable development and values and perceptions.
Sustainable development has been described as development that meets the needs of the present
without compromising the ability of future generations to meet their own needs. The goal of
sustainable development is to enable all people throughout the world to satisfy their basic needs
and enjoy a better quality of life, without transferring problems to people in other parts of the world
or compromising the quality of life of future generations.
Global learning and education for sustainability address environmental, social and economic issues
that are of importance to young people. This can make learning more relevant to their lives and have
a positive impact on engagement and achievement. Working towards sustainable development goals
can also increase the sense of purpose felt by young people as they develop into responsible
citizens.
Exploring the challenges faced by society provides practical dilemmas for young people to consider.
This can lead to an understanding that both action and inaction have consequences, and that
everyone has a role to play in building global understanding and a sustainable future. This can help
develop positive attitudes towards themselves, each other and the environment, and equip young
people to make informed judgments and act with integrity.
Developing a curriculum that supports this dimension
In order to help learners understand the global dimension and sustainable development, they should
have opportunities across the curriculum to:
 appreciate the importance of a global context and engage in a range of culturally diverse
experiences
 understand the connections between the environmental, social and economic spheres and
make links between local, national and global issues
 critically evaluate their own values and attitudes, appreciating the similarities between
people everywhere and learning to value diversity
 understand and appreciate the relevance of the global dimension to their own lives
 develop skills that will enable them to identify and challenge injustice, prejudice and
discrimination
 participate in global partnerships, which can be a powerful and exciting way of bringing a
global dimension into the classroom
 make informed decisions about how they can understand and potentially make their own
distinctive contribution to local and global communities
 recognise that some of the Earth’s resources are finite and therefore must be used
responsibly
 consider probable and preferable futures and how to achieve the latter
 appreciate the importance of sustainable resource use – rethink, reduce, repair, re-use,
recycle
 appreciate the importance of obtaining materials from sustainably managed resources
 appreciate that economic development is only one aspect that contributes to the quality of
life.
The programmes of study in geography, citizenship, science, and design and technology highlight
specific opportunities to develop learners’ understanding of sustainable development. Sustainable
development can also be used as a stimulating context for learning across the curriculum and can
provide a real and compelling context for developing literacy, numeracy and personal, learning and
thinking skills.
Technology and the media
The media plays a significant role in shaping and defining our culture and our view of the world. New
technologies continue to transform the way we work and learn.
Informed and responsible citizenship requires that young people become critical consumers of
media, able to reflect on the relationship between reality and the world portrayed by the media.
They should be aware of the ability of the media to inform, entertain and influence public opinion,
and its important role in society. Young people need opportunities to become discerning and
critically literate in relation to the media and the internet, learning to question the authenticity,
accuracy and reliability of the information they encounter.
Similarly, to participate fully in a technology-driven society, young people must develop the practical
skills to use technology confidently and productively. They need to develop the competencies to use
technology safely and effectively to find things out, try things out, develop and present their ideas,
and communicate and collaborate with others across the world.
Developments in technology continue to change the relationship between consumers and
producers. Technology gives unprecedented access to events, experiences, opinions and sources of
knowledge from around the world. It allows young people to communicate and collaborate with
others locally and internationally, and extends the range of opportunities they have to develop as
successful learners and global citizens.
Developing a curriculum that supports the technology and media dimension
In order to help learners appreciate the role of technology and the media in their lives and make
informed decisions about how to use it, they should have opportunities across the curriculum to:
 access and use a rich range of technologies, including broadcast media, film, printed
communications, games, web, podcasts and animation
 consider media as both consumers and authors of content
 develop the skills to adapt to the changing nature of both technologies and media
 ask and answer questions such as: ‘Can I believe what I read?’, ‘How can I use technology
safely?’ and ‘How can the media be used to benefit society?’
 use technology to create products for real situations, and increase their awareness of its role
in the creative industries and media
 access a culturally and historically diverse range of technologies and media products
 access the information that contextualises the way in which technologies are used and
media products are made
 use technology to personalise learning, so they can work at different times, in different
places and with a wider audience.
Supporting resources
Becta Becta’s site provides extensive guidance and support for the use of technologies in schools:
www.becta.org.uk
Futurelab This site provides an insight into the future of technologies and learning:
www.futurelab.org.uk
British Film Institute This site promotes greater understanding and appreciation of, and access to,
the film and moving image culture in the UK: www.bfi.org.uk
BBC School Report BBC School Report is a pupil-driven compelling learning experience with the real
outcome of a publicly-available news programme. Through School Report young people can use the
technology and the media dimension to address key elements of any subject's programme of study.
Creativity and critical thinking
Creativity involves the use of imagination and intellect to generate ideas, insights and solutions to
problems and challenges. Coupled with critical thinking, which involves evaluative reasoning,
creative activity can produce outcomes that can be original, expressive and have value.
Creativity and critical thinking develop young people’s capacity for original ideas and purposeful
action. Experiencing the wonder and inspiration of human ingenuity and achievement, whether
artistic, scientific or technological, can spark individual enthusiasms that contribute to personal
fulfilment.
Creativity can be an individual or collaborative activity. By engaging in creative activities, young
people can develop the capacity to influence and shape their own lives and wider society. Everyone
has the potential for creative activity and it can have a positive impact on self-esteem, emotional
wellbeing and overall achievement.
Creative activity is essential for the future wellbeing of society and the economy. It can unlock the
potential of individuals and communities to solve personal, local and global problems. Creativity is
possible in every area of human activity – from the cutting edge of human endeavour to ordinary
aspects of our daily life.
Creativity and critical thinking are not curriculum subjects, but they are crucial aspects of learning
that should permeate the curriculum and the life of the school.
Developing a curriculum that supports creativity and critical thinking
In order to develop young people’s creativity and critical thinking, they should have opportunities
across the curriculum to:
 use their imagination to explore possibilities
 generate ideas, take risks and to learn from their mistakes
 refine, modify and iteratively develop ideas and products
 make connections between ideas
 engage in creative activities in all subjects, exploring links between subjects and wider
aspects of learning
 work in relevant contexts, with real audience and purpose
 work with a range of creative individuals, both in and out of the classroom
 encounter the work of others, including theories, literature, art, design, inventions and
discoveries, as sources of inspiration
 discover and pursue particular interests and talents.
Supporting resources
Creativity: find it, promote it This detailed information on approaches to the creativity dimension,
including whole-school guidance and subject-specific examples, is relevant across all key stages.
All our futures: creativity, culture and education In this report, the National Advisory Committee on
Creative and Cultural Education puts forward the case for developing creative and cultural
education. It considers what is involved, looks at current provision, and assesses the opportunities
and obstacles. www.dcsf.gov.uk/naccce/
Creative partnerships Creative Partnerships enable schools to work with creative practitioners to
develop a broad, balanced and relevant curriculum. It enables practitioners to work in partnership
with schools, developing long-term, sustainable relationships. www.creative-partnerships.com/
Nurturing creativity in young people Following a review of creativity in schools in 2006, 'Nurturing
creativity in young people' was published. This report provided a framework for creativity, starting
with early years, developing through primary and second education and leading to pathways in the
creative industries. A response was published in 2006, outlining the steps that government would
take, including setting up a creativity and cultural education and advisory board.