The new secondary curriculum (phased in from September 2008) is based on some overarching principles, including:
The curriculum is focused on the key concepts and processes that underlie each subject, with less detailed prescription of content. This makes it easier to see links between subjects and increase the coherence for pupils across the curriculum and school activities.
The curriculum includes a framework for personal, learning and thinking skills (and functional skills for English, mathematics and ICT), embedded in the programmes of study. The key processes highlight the essential skills that learners need in order to make progress and achieve in each subject.
Greater flexibility in the curriculum will give teachers more time to focus on assessment for learning strategies and to provide more targeted assessments to meet individual learners' needs.
The new programmes of study for mathematics set out the 'importance of mathematics', providing a clear vision of why all pupils should be taught mathematics. Emphasis is given to key concepts that underpin the study of mathematics. These include Competence, Creativity, Applications and implications of mathematics and Critical understanding.
The key processes are described in some detail as the essential skills and processes that pupils need to learn to make progress. They are specified in four sections as Representing, Analysing (use mathematical reasoning and use appropriate mathematical procedures), Interpreting and evaluating and Communicating and reflecting.
The section on range and content is noticeably less detailed and outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
Finally the programmes of study set out curriculum opportunities which should be offered to students during the key stage to enhance their engagement with the concepts, processes and content of the subject. Some of these are specific to mathematics but others link back to the overarching principles of the new curriculum as a whole and are likely to involve cross-subject and whole-school developments.
