Consultation Response Form
Consultation closing date: 16 April 2013
Your comments must reach us by that date.
Reform of the National Curriculum in
England:
Consultation Response Form
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Name: Dr Steve Tilling
Organisation (if applicable): Field Studies Council
Address:
Preston Montford
Montford Bridge
Shrewsbury
Shropshire
SY4 5PU
If your enquiry is related to the DfE e-consultation website or the consultation process in
general, you can contact the Public Communications Unit by e-mail:
consultation.unit@education.gsi.gov.uk or by telephone: 0370 000 2288 or via the
Department's 'Contact Us' page.
Please indicate one category that best describes you as a respondent
Primary School
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Please Specify:
The Field Studies Council (FSC) is an education charity committed to bringing
environmental understanding to all. It currently welcomes 145,000 visitors every year on
courses to its national network of 17 Field Centres. These include groups from nearly
3,000 schools, colleges and universities. Established in 1943, the FSC has become
internationally respected for its national network of education centres and is the UK’s
leading provider of curriculum focused field courses.
FSC provides informative and enjoyable opportunities for people of all ages and abilities
to discover, explore, be inspired by, and understand the natural and built environment.
We believe that the more we know about the environment, the more we can appreciate
its needs and protect its diversity and beauty for future generations. We feel that
fieldwork should be a vital element of an imaginative and contemporary education.
www.field-studies-council.org
Are you answering this consultation in response to particular subjects? Please tick all
those that apply.
X
English
X
art & design
X
design & technology
mathematics
X
citizenship
X
geography
science
computing
X
history
languages
Not applicable
music
X
physical education
1 Do you have any comments on the proposed aims for the National Curriculum
as a whole as set out in the framework document?
Comments:
FSC welcomes the strengthening of knowledge and understanding at all key stages.
FSC believes that the scope, as presented in these aims, would benefit from explicit
reference to the development of skills. A broad and balanced curriculum which is
intended to enable all pupils to achieve their full potential should acknowledge the
importance of skills as well as knowledge. Whereas the subsequent subject specific
content recognises this, the introductory aims (both here, and subsequently in subjects
such as science) undervalue this aspect of education.
FSC recommends that the two aims are redrafted to read (with FSC amends
underlined):


3.1 The National Curriculum provides pupils with an introduction to the core
knowledge and skills that they need to be educated and active citizens. It
introduces pupils to the best that has been thought, said and done; and helps
engender an appreciation of human creativity and achievement and provides the
basis for making a positive and fulfilling contribution.
3.2 The National Curriculum is just one element in the education of every child.
There is time and space in the school day and in each week, term and year to
range beyond the National Curriculum specifications. The National Curriculum
provides an outline of core knowledge and skills around which teachers can
develop exciting and stimulating lessons.
2 Do you agree that instead of detailed subject-level aims we should free teachers
to shape their own curriculum aims based on the content in the programmes of
study?
Agree
Disagree
X
Not sure
Comments:
FSC welcomes the explicit references to fieldwork in geography and within science as
we feel that these are vital to maintain the commitment to outdoor learning and
fieldwork and the proven benefits that ensue (see http://www.field-studiescouncil.org/media/268859/2004_a_review_of_research_on_outdoor_learning.pdf).
FSC agrees with the principle that teachers should have the opportunity to shape their
own curriculum. Our evidence – gathered with partners across the whole education
community – is that many teachers lack the confidence, competence and/or
commitment to adopt a full range of teaching and learning approaches especially
secondary science fieldwork (see http://www.field-studiescouncil.org/media/268849/2007_initial_teacher_education_and_the_outdoor_classroom
.pdf ). Without adequate training the full potential of the curriculum will not be delivered.
We therefore recommend that:
 References to fieldwork and practical work in subjects such as science and
geography need to remain explicit;
 Professional teaching standards should be written to ensure that the capacity to
teach the curriculum using all teaching and learning approaches, including
fieldwork, is maintained across the teaching profession;
 Statutory inspections by Ofsted of teacher training providers, including teaching
schools, should ensure training is being delivered to a standard which will ensure
that teachers have the capability to teach imaginatively and effectively. These
competencies should including adopting fieldwork and practical activities
wherever these add to the quality of the teaching, including delivering a balanced
and broadly based curriculum, which recognises the value of PSHE and is able
to make cross-curricular links with areas such as literacy and numeracy;
 Clear guidance should be made by DfE directing teachers to additional support –
such as Pupil Premiums - which will enable them to implement a high-quality
curriculum, delivered through effective teaching and learning approaches
including fieldwork and outdoor learning, which is accessible to ALL pupils.
3 Do you have any comments on the content set out in the draft programmes of
study?
Comments:
ENGLISH & MATHEMATICS
FSC welcomes the proposal that teachers should develop pupils’ reading and writing
(Section 5.4) and numeracy (Section 5.5) in all subjects to support their acquisition of
knowledge. The opportunities for teaching aspects of Mathematics and English through
other subjects, including KS3 collaboration with colleagues in other departments, should
be more explicit.
Fieldwork and residential courses linked to subjects such as science and geography
provide many opportunities for teaching literacy and numeracy, and have the potential
to influence motivation and attitudes to learning in subjects such as English and
Mathematics (see http://www.field-studiescouncil.org/documents/projects/londonchallenge/FSC%20New%20Views%20report%20
LOW%20RES.pdf).
SCIENCE
AIMS FSC welcomes the Aims underpinning the science curriculum but is concerned
that there is no explicit requirement to ensure that pupils develop appropriate practical
and investigative skills which are needed to be able to ‘work scientifically’ (a recurring
requirement throughout the science curriculum). The need to acknowledge the value
and fundamental importance of acquiring procedural skills has been emphasised
repeatedly by SCORE and by many employers and HE admissions tutors who seek
scientists who have a practical grounding and know how to work in teams.
FSC recommends the inclusion of a 4th bullet in the Aims section:

Develop practical skills which are needed to support scientific work,
including during fieldwork and practical work.
The inclusion of this additional aim will reinforce the requirements stated in the ‘working
scientifically’ Programme of Study in Key Stage 4 which is currently under separate
discussion, and provide greater continuity and progression at all levels, including across
the primary/secondary transition and between lower/upper secondary levels. (Note:
FSC also recommends that a similar explicit Aim towards developing practical skills
should be included in the Key Stage 4 Science Aims.)
FSC notes that the Aims of Geography curriculum and Programme of Study do include
a specific requirement that all pupils are competent in geographical skills. FSC strongly
recommends that this is a precedent that should be adopted in science, a subject which
is critically reliant on practical and investigative skills.
PROGRAMMES OF STUDY
THROUGHOUT. FSC believes that the science curriculum should include greater
coverage of the role of science in contemporary issues such as sustainable
development, renewable energy, pollution and biodiversity management, none of which
are specifically referenced in the present text despite receiving daily coverage and
attention in the media. An additional emphasis on these contemporary issues will also
ensure that students’ knowledge and skills will be sufficiently grounded, reasoned and
scientifically objective for them to respond appropriately to the call for greater
community involvement in natural resource management in Defra’s white paper, The
Natural Choice. The inclusion of such ‘contextual learning’ will increase the
opportunities for inspirational and motivating science teaching
KEY STAGES 1 &2. FSC welcomes the explicit references to the use of practical
science throughout the non-statutory guidance in the science curriculum. We also
welcome the inclusion of Plants as a unifying theme in the statutory requirements, and
the progression in the breadth and depth of studying classification, identification and the
practical use of keys (using living whole animals and plants). FSC believes that these
references will add considerable strength to the teaching of science and, therefore,
recommends that some of the (non-statutory) notes and guidance should become a
statutory requirement, including;
 highlighting of the need for opportunities for working scientifically
 the emphasis on practical exploration of the local environment
 the emphasis on repeated opportunities for such exploration throughout the year
 the recommendation for direct observation of animals in their natural habitats
(Note: whilst FSC accepts that there is a place for exotic plants and animals, and
pets, brought into schools and classroom, this should not replace opportunities
for local outdoor observations and the development of a greater knowledge and
understanding of common British plants and animals).
KEY STAGE 3. FSC welcomes the requirement within the section ‘Experimental skills
and investigations’ that pupils should be taught across all three disciplines to:
 ask questions and develop a line of enquiry based on observations of the real
world
 use appropriate techniques, apparatus, and materials during fieldwork and
laboratory work, paying attention to health and safety
FSC assumes that this will be a statutory requirement, and therefore recommends that
non-statutory notes and guidance are published (as for Key Stages 1 &2) which
illustrate how ‘real world’ practical work – including outdoor fieldwork in the natural and
built environments – can be applied through the content across all three disciplines in
Key Stage 3.
FSC fully endorses the requirement that fieldwork should be applied in all three science
disciplines. We believe that this will provide an incentive for more science teachers to
adopt a wider range of teaching and learning approaches which will inspire and
motivate potential recruits to STEM subjects, both in subsequent subject choices (A
levels and degrees for example), but also to STEM careers where there is a critical
shortage in recruits with practical and applied skills. Studying the sciences outside the
classroom, including in local sites and locations, will strengthen the contextual
understanding of science, and its application and usefulness in everyday lives.
FSC believes that the profile of earth sciences in this curriculum is much too weak.
Subjects such as geology will play a critical role in nationally important research and
employment linked to engineering and the exploration, sustainable exploitation and
management of natural resources (including renewables). Students need to be exposed
to earth sciences in order to become inspired and enthused to study it further. It is clear
from a recent meeting of very senior directors of the UK’s major energy and
environmental engineering companies, hosted by Lord Browne, that there is a great
need to increase the size and nature of the pool for this industry to draw staff from or
risk being sidelined in these sectors by the BRIC countries.
DESIGN AND TECHNOLOGY
FSC welcomes the broadening of the Design and Technology curriculum to encompass
horticulture and nutrition. These are important components of a broad and balanced
education and, in light of the current critical skills gap within the environmental sector
(most recently highlighted in Lantra’s UK Skills Assessment research, 2011 and the
Independent Panel on Forestry report, 2012), a positive step forward.
FSC is nonetheless concerned that they are only a minor aspect of a curriculum that
has a predominantly industry and manufacturing bias. FSC recommends that the
Purpose of Study is amended to reflect the inclusion and importance of horticulture and
nutrition within this curriculum.
FSC also notes that consideration and appreciation of environmental issues (including
opportunities to explore issues relating to sustainability) which are in the existing
curriculum no longer have a place in the proposed curriculum. FSC believes that this is
short-sighted and recommends their re-inclusion.
HORTICULTURE
FSC welcomes the specific Aim attributed to nutrition, and recommends that horticulture
also has its own explicit Aim.
As it currently stands, horticulture has been
inappropriately inserted into a list of fields for which the stated aims do not match the
skills and knowledge necessary for a ‘creative and innovative’ horticultural education.
FSC recommends the inclusion of these Aims:
 Understand horticulture, its history, and application;
 Develop and use a range of valuable practical skills, including through
fieldwork in a variety of locations, both local and further afield.
Horticulture encompasses much more than cultivation for food or decorative displays,
as evidenced by the aforementioned critical skills gap. As such, FSC recommends that
the introductory list be expanded to reflect this wider array of practical skills and
applications (see underlined text):

Horticulture: to cultivate plants for practical purposes, such as for food,
land management (including forestry) or for decorative displays
Key Stage 1-3
FSC welcomes the explicit reference to the development of practical skills “taking
advantage of local opportunities” in KS1 and recommends that this is continued in KS2
and KS3, with a progression to include “further afield” in KS3. FSC also recommends
that the explanatory text in KS3 be amended to read “Pupils should be given the
opportunity to work in emerging areas of design and technology, such as food design,
environmental and land use/management design, design for disability, and agerelated design.” This would enable students the opportunity to learn and experience the
variety of career opportunities related to the field of horticulture.
GEOGRAPHY
Overall comment. FSC welcomes the strengthening of geographical knowledge,
understanding and skills but notes with concern the diminished profile of
Environmental Geography
FSC notes that the content of the geography curriculum is 8% of the length of the
science curriculum. Whilst understanding that brevity and an avoidance of lengthy and
prescribed detail can provide opportunities for teachers to develop appropriate content,
the FSC is very concerned that the profile of environmental geography has been
diminished to an unacceptable level.
‘Environmental Geography’ provides particularly strong opportunities to cover synoptic
content, interdependence and systems thinking. It provides ‘real world’ contexts which
will link to pupils’ everyday lives. Environmental geography contributes, in particular, to
an understanding of the spatial and process aspects of biogeography and ecology
which are needed to fully understand the geography of an area, but also to construct
informed opinions about many contemporary issues which affect human society. These
aspects receive cursory attention in the science curriculum, and may be missed in the
key processes in physical and human geography which are listed in the draft geography
curriculum.
FSC recognises that the ‘Menu’ approach to listing prescribed ‘physical’ and ‘human’
features is a quick way of indicating expected breadth of content but it contrasts with the
absence of detail in other parts of the curriculum and will become a tick list. The
allocation of features such as forest and vegetation to key ‘physical’ features is at best
confusing. Similarly, if ‘house’ and ‘shop’ are to be included in ‘human’ features, why not
also include church, school, railway, reservoir, airport etc.? FSC believes this wording
should be reconsidered in order to better achieve its desired purpose.
FSC recommends that a third ‘environmental geography’ sub-bullet is inserted in each
of the key processes statements for each of the Key Stages.
AIMS
FSC welcomes the requirement that all pupils are competent in the geographical skills
needed to:
 collect, analyse and communicate with a range of data gathered through
experiences of fieldwork that deepen their understanding of geographical
processes
FSC strongly recommends that this requirement is retained.
SUBJECT CONTENT
Fieldwork progression KS1-3. FSC welcomes the requirement that pupils should be
taught to use fieldwork in all Key Stages, and also the intention to progressively build
higher order practical and thinking skills using fieldwork through the Key Stages. We
note that whereas the requirement to carry out fieldwork is specified as ‘around the
school’ in Key Stages 1 & 2 the fieldwork location is non-specific by Key Stage 3. FSC
believes that by secondary level geographers should have an opportunity to carry out
fieldwork in a variety of locations, including some in contrasting and/or more remote
locations. We recommend, therefore, that additional text should be inserted (see
underlined below) into the last bullet in the Key Stage 3 PoS to require that pupils
should be taught to :
 Use fieldwork in a variety of locations, both local and further afield, to
collect, analyse and draw conclusions from geographical data, using multiple
sources of increasingly complex information
Using OS maps in the field. FSC welcomes the specific requirement for pupils to use
maps in the field at KS3. We recommend that a similar requirement should be extended
downwards into KS1 & KS2, to link with the requirement to carry out simple fieldwork
around the school (KS1) and local area (KS2). The relevant bullets could be rewritten
as follows (underlined text):
 use simple compass directions (North, South, East and West) and locational
language (e.g. near and far) to describe the location of features and routes on
a map, in the classroom and outdoors around the school (Key Stage 1)

use the eight points of a compass, four-figure grid references, symbols and
key (including the use of Ordnance Survey maps in the classroom and
outdoors in the local area) to build their knowledge of the United Kingdom and
the wider world (Key Stage 2)
HISTORY
FSC welcomes the general intent in the Aims for the history curriculum to provide a firm
foundation of knowledge and understanding. However, we recommend that there
should also be an explicit and balanced requirement to ensure that pupils develop
appropriate practical and investigative skills which are needed to be able to gather and
interpret historical evidence. FSC recommends the inclusion of an additional general
aim:

Develop practical skills which are needed to support high-quality historical
investigative work
and the inclusion of additional words in the KS3 introduction (underlined below), to
emphasise the opportunities for learning outside the school:
 They should also examine cultural, economic, military, political, religious and
social aspects and be given the opportunity to study local history including
through local fieldwork and visits
PHYSICAL EDUCATION
FSC welcomes the explicit reference to the need for pupils to take part in outdoor and
adventurous activities which present mental and physical challenges and be encouraged to
work in a team, building on trust and developing skills to solve problems, either individually
or as a group.
In these statutory requirements, or future non-statutory guidance notes, reference should be
made to the possibility of integrating these targets into other areas of ‘active’ teaching,
including science and geography fieldwork. Fieldwork and outdoor learning is a teaching
and learning approach which can provide proven positive physical and social (e.g.
teambuilding) benefits which cross-over with PE attainment targets. There is a global
evidence base to support this. FSC recommends that the following additional text
(underlined) is inserted into the PE Key Stage 3 introduction to highlight these opportunities:

Pupils should build on and embed the physical development and skills learnt
in Key Stages 1 and 2, become more competent, confident and expert in their
techniques, and apply them across different sports, activities and other
subjects. They should understand what makes a performance effective and
how to apply these principles to their own and others’ work. They should
develop the confidence and interest to get involved in exercise and sports and
activities out of school and in later life.
FSC welcomes the statement that PE activities should take place in a range of
environments at Key Stage 4.
4 Does the content set out in the draft programmes of study represent a
sufficiently ambitious level of challenge for pupils at each key stage?
Sufficiently ambitious
Not sufficiently ambitious
Not sure
Comments:
No comment
5 Do you have any comments on the proposed wording of the attainment targets?
Comments:
See comments, and suggestions for additional/amended wording in Q3
6 Do you agree that the draft programmes of study provide for effective
progression between the key stages?
Agree
Disagree
X
Not sure
Comments:
See also comments in Q3.
The fact that the Key Stage 4 Programme of Study for Science did not form part of this
formal consultation means that we are unable to comment on the progression into KS4.
However, the progression from KS1-3 in science and geography fieldwork will be
effective if implemented as written.
FSC would like to see a greater acknowledgement in the introductory sections of the
opportunities for horizontal (subject-related) as well as vertical (age-related)
progression. In particular, with the increasing uptake of separate sciences at KS4 it is
important that the opportunities to teach across several subjects (all science disciplines,
or science + geography + PE, for example) during activities such as residential
fieldwork are not lost.
This could be achieved by including an amendment to the school curriculum reporting,
as detailed in Section 2.2 and footnote 2, in the general introduction to the School
Curriculum in England, so that it reads (FSC amend underlined):

Footnote 2. From September 2012, all schools are required to publish
information in relation to each academic year, relating to the content of the
school’s curriculum for each subject and details about how additional information
relating to the curriculum may be obtained, including through cross-subject
teaching and the use of enrichment activities such as out of school visits and
residential trips: http://www.legislation.gov.uk/uksi/2012/1124/ .
7 Do you agree that we should change the subject information and
communication technology to computing, to reflect the content of the new
programmes of study?
Agree
Disagree
Not sure
Comments:
No comment
8 Does the new National Curriculum embody an expectation of higher standards
for all children?
Yes
x
No
Not sure
Comments:
See FSC responses to Q3.
In order for the science curriculum to embody an expectation of higher standards for
ALL children, FSC recommends that the following changes are considered:
Practical investigative and experimental skills (in addition to knowledge and
understanding) are given a higher profile in the general introduction. This would provide
a greater coherence with the more detailed Programmes of Study for all Key Stages.
Science has a strong knowledge base, but it is essentially a practical subject. Progress
into higher education and STEM careers will call for a grounding in such skills. To raise
expectations for ALL children the value of practical skills needs to be more explicit in the
introduction (which might be the only section that school leaders, other subject
specialists and some parents will read).
Similarly, an increased profile for high quality and non-partisan teaching of the science
behind 21st Century ‘human issues’ (e.g. sustainable development, renewable energy,
biodiversity management etc) in the curriculum will increase the ability of all children to
interpret the importance and application of science in their everyday lives, and increase
their ability to use their knowledge and skills as informed and active citizens. This will
increase the potential for high-quality and objective science education to promote an
‘understanding of sustainability in the stewardship of resources locally, nationally and
globally’ as recommended by the Expert Panel for the National Curriculum review (see
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE00135-2011 .
9 What impact - either positive or negative - will our proposals have on the
'protected characteristic' groups?
Comments:
No comment
10 To what extent will the new National Curriculum make clear to parents what
their children should be learning at each stage of their education?
Comments:
See comments above
11 What key factors will affect schools’ ability to implement the new National
Curriculum successfully from September 2014?
Comments:
See FSC responses to Q2.
FSC believes that there are three major influences that could undermine the effective
delivery of a balanced and broadly based curriculum and reduce the full potential to
improve standards.
1. The confidence, competence and commitment of the teaching workforce
will affect some schools’ ability to implement significant change. Whilst FSC
agrees with the principle that teachers should have the opportunity to shape their
own curriculum, some teachers will be unable to adopt the full range of teaching
and learning approaches including secondary science fieldwork (for example,
http://www.field-studiescouncil.org/media/268849/2007_initial_teacher_education_and_the_outdoor_cla
ssroom.pdf ). Without adequate training, backed up by statutory professional
standards and inspections, the full potential of the curriculum will not be
delivered.
2. There are also structural and institutional barriers in many secondary
schools, principally inflexible timetabling, an exclusive focus on teaching subject
specialisms, and a presumption against outdoor learning and fieldwork by some
teachers and managers. The requirement in Section 2.2 that all schools must
publish their school curriculum by subject and academic year online might
encourage a tendency to adopt a subject ‘silo’ approach to content teaching, in
secondary schools in particular. See the suggested amend to Section 2,
Footnote 2, in Q6 above.
3. Changes in assessment approaches threaten the status of practicals,
laboratory and fieldwork and do not enable the recognition of pupils’ own
experiences and learning (e.g. experimental skills and investigations, and
handling information and problem solving). FSC believes that a variety of
formative and summative assessments are needed which validate the skills,
knowledge and understanding that a student has acquired in their course,
programme or curriculum.
12 Who is best placed to support schools and/or develop resources that schools
will need to teach the new National Curriculum?
Comments:
There is a strong and active network of providers outside schools who will be able to
support schools in teaching the new National Curriculum. These include learned
societies and subject associations (such as the Geographical Association and
Association for Science Education) and specialist providers such as FSC (see Contact
information for FSC’s background).
SCORE and other partnerships (such as the Association for Science Education’s
Outdoor Science Working Group) have shown that there is no shortage of resources
and support for teachers in subjects such as science. The web has a proliferation of
such material. What is lacking is the time and ability to identify the much smaller
number of high quality resources and support.
FSC recommends that DfE provide guidance and support which enables more
effective access to high-quality resources and providers (potentially with quality
kite-marks such as the Council for Learning Outside the Classroom’s Quality
Badge, see http://www.lotc.org.uk/lotc-accreditations/lotc-quality-badge/) through
online libraries and databases.
13 Do you agree that we should amend the legislation to disapply the National
Curriculum programmes of study, attainment targets and statutory assessment
arrangements, as set out in section 12 of the consultation document?
Agree
Disagree
Not sure
Comments:
No comment
14 Do you have any other comments you would like to make about the proposals
in this consultation?
Comments:
No comment
15 Please let us have your views on responding to this consultation (e.g. the
number and type of questions, whether it was easy to find, understand, complete
etc.)
Comments:
No comment.
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Thank you for taking time to respond to this consultation.
Completed questionnaires and other responses should be sent to the address shown
below by 16 April 2013
Send by post to:
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