Tag Archives: National Curriculum


This is one of many work files belonging to a colleague of mine. It contains worksheets and notes pertaining to “stuff” that has been, but no longer is, part of GCSE Physics syllabuses. Not the full GCSE Physics course, just the stuff that’s no longer there.

Why does she keep the work? Well, every so often, a topic gets re-inserted, or comes up somewhere else, so the material can be used either as-is, or modified to fit.

What a colossal waste of time and effort!

  • We know the canon of Physics.
  • We know the Scope (for each level) and the Sequence it should be taught in to get the best results.

Why are we dictated to by exam boards and government about what gets taught at KS4&5?

It makes no sense to suddenly take out, or add great swathes of knowledge, as seems to happen.

Subject specialists, at all levels, and in all subjects, ought to come together and sort out the syllabuses properly. Then review them in 5 yearly intervals.  And the same body of knowledge ought to be the basis of all assessments.

‘Educated citizens’ – is that an oxymoron?

The Government, through the Russell Group’s inexplicable focus on the ‘facilitating’ subjects, seems to be expressing what many teachers already know:  that the National Curriculum is irrelevant.

The only thing that matters in school,  as things stand at any rate,  is to get as many 16 year olds above a D in as many GCSEs as possible.

So therefore the focus (at least at Secondary level) is on the GCSE syllabus.  And the more astute in the profession have been drawing the contents of that down the Key Stages for a while now.

But any professional that cares about their subject, knows that there are holes in many of these syllabi, and perhaps foolhardily attempts to stick their thumbs in the cracks.  Because they know,  that to do their job well,  they should be giving each student the best education they can.

A response to the National Curriculum consultation

Music, and therefore Music education, is about composing, performing and listening (which is a discrete activity, but pervades both composing and performing too).


Music can and should be more than just ‘play time’ though, and layering theoretical concepts to be explored through compositional improvisation is a good way to teach.

WordsFinding a way to jot down ideas soon becomes necessary, and interpreting the ideas of others, desirable.  Of course, actually recording students’ work is an invaluable tool too.