Strengthening ‘the foundations’ of the primary school curriculum

Abstract

The low status of the foundation subjects (e.g. Music and Physical Education) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 Physical Education (PE) trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership; and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum.

Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools

“…Semi-structured interview prompts were designed to elicit responses relating to perceptions and opportunities to learn to teach the selected subjects. In designing the questions, we sought to contribute to the academic debate about subject marginalisation (Barnes & Scoffham, 2017;Duncombe et al, 2018;Griggs & Randall, 2019;Hall & Payne, 2018). We also aimed to determine the opportunities and barriers which the students faced in developing their subject expertise in the university and school contexts.…”

“…Another influence on foundation subject expertise was the phasing out of the requirement for ITE students to have a subject specialism in addition to their general training (DfES, 2002). As a result, the gap between the foundation and the core subjects widened, leaving the foundation subjects with a low and marginal status and a reduced time allocation within pre-and inservice training (Duncombe et al, 2018). Much research documents how this gap has led to low teacher confidence in the foundation subjects in England and often a reduced teaching space for them on the school timetable (Caldecott, Warburton, & Waring, 2006;Duncombe et al, 2018).…”

“…As a result, the gap between the foundation and the core subjects widened, leaving the foundation subjects with a low and marginal status and a reduced time allocation within pre-and inservice training (Duncombe et al, 2018). Much research documents how this gap has led to low teacher confidence in the foundation subjects in England and often a reduced teaching space for them on the school timetable (Caldecott, Warburton, & Waring, 2006;Duncombe et al, 2018). Subject specific problems such as low status and marginalisation will undoubtedly present consequences at many levels for how subject provision within the English education system is distributed and perceived.…”

“…This study examines the development of student expertise in teaching the foundation subjects within a university-based initial teacher education (ITE) course. Subject marginalisation is an on-going concern across the education sector, particularly for the arts and humanities (Barnes & Scoffham, 2017;Duncombe, Cale, & Harris, 2018;Griggs & Randall, 2019;Hall & Payne, 2018). From September 2019, English schools have been working to a new Ofsted inspection framework, which requires that they consider their curriculum in terms of breadth and depth (Ofsted, 2019c).…”

Finland

“…Whilst a teacher training course at university level lasting 3+ years is commonplace in the United Kingdom for primary school teachers, practitioners in nurseries typically do less than this. Likewise, much has been written about the low status of PE in English schools and especially in the primary setting (Duncombe, Cale & Harris, 2016;Griggs, 2007) see also Chapter 9.…”