reform of the national curriculum in england: consultation response

7/28/2019 Reform of the National Curriculum in England: consultation response.

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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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Information provided in response to this consultation, including personal information,may be subject to publication or disclosure in accordance with the access to informationregimes, primarily the Freedom of Information Act 2000 and the Data Protection Act1998.

If you want all, or any part, of your response to be treated as confidential, please explainwhy you consider it to be confidential.

If a request for disclosure of the information you have provided is received, yourexplanation about why you consider it to be confidential will be taken into account, butno assurance can be given that confidentiality can be maintained. An automaticconfidentiality disclaimer generated by your IT system will not, of itself, be regarded asbinding on the Department.

The Department will process your personal data (name and address and any other

identifying material) in accordance with the Data Protection Act 1998, and in themajority of circumstances, this will mean that your personal data will not be disclosed tothird parties.

Please tick if you want us to keep your response confidential.

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Name Emily Oliver

Organisation (if applicable) British Red Cross

Address: 44 MoorfieldsLondonEC2Y 9AL

If your enquiry is related to the DfE e-consultation website or the consultation process ingeneral, you can contact the Public Communications Unit by e-mail:[email protected] or by telephone: 0370 000 2288 or via theDepartment's'Contact Us'page.
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Please tick one category that best describes you as a respondent

Primary School Secondary SchoolSpecialSchool

Organisation

representing schoolteachers

Subject Association Parent

Young Person Higher EducationFurtherEducation

AcademyEmployer/BusinessSector

LocalAuthority

Teacher X Other

Please Specify:

The British Red Cross Society is a charity incorporated by Royal Charter andrecognised as a voluntary aid society, auxiliary to the public authorities in thehumanitarian field. As such, we have an interest and significant experience in healthand citizenship education.

Are you answering this consultation in response to particular subjects? Please tick allthose that apply.

English Mathematics X science

art & design X Citizenship computing

design & technology X Geography X history

languages Music X physical education

Not applicable


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1 Do you have any comments on the proposed aims for the National Curriculumas a whole as set out in the framework document?

Comments:The British Red Cross is concerned at the omission in the aims of any reference to theimportance of developing skills in order to be able to appropriately applythe coreknowledge that pupils need to be educated citizens. The development of skills, attitudesand appropriate value-based behaviours are key processes in the development of youngpeople and only through such development will young people have the confidence andability to behave as educated citizens. Even in the second paragraph of the aims, whichventures beyond the National Curriculum, there is a distinct lack of mention of skillsdevelopment. This should be a key integral process within the aims of National Curriculum.

2 Do you agree that instead of detailed subject-level aims we should free teachersto shape their own curriculum aims based on the content in the programmes ofstudy?

Agree Disagree Not sure

Comments: We believe that guidance should be provided to give some consistency tostandards whilst also allowing schools to appropriately shape their own curricula.

The aims set out at the start of each subject section provide helpful clarity on exactly whatshould be achieved. However, we are concerned that they limit the content of the subjects in away that strips out important nuance and detail. Moreover, the aims and the subject contentsometimes fail to reflect what is covered in the purpose, which could be confusing for teachersand unhelpful for planning lessons.

For example, the purpose of study for Citizenship states that it should prepare pupils to taketheir place in society.... Yet the aims, and indeed the subject content omit specific reference todeveloping decision-making skills, negotiation, teamwork and critical thinking.

For PE, the purpose includes opportunities for pupils to become physically confident in a waythat supports their health and fitness but fails to incorporate basic first aid in the aims or thesubject content. Given the likelihood that someone could injure themselves during PhysicalEducation, it would seem logical that first aid should be included.


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We welcome the fact that application, understanding, skills and processes are referred to inthe attainment targets in respect of the programmes of study but a lack of clarity on thedesired skills and processes is evident in a number of the programmes such as Citizenshipwhere it is stated that pupils should be taught about followed simply by a list of topicknowledge.

3 Do you have any comments on the content set out in the draft programmes ofstudy?

Comments:

GeneralSchools play a vital role in supporting healthy and fulfilling lives, and developingresponsible citizens who make a positive contribution to society. That is why the BritishRed Cross wants every young person to learn first aid and humanitarian education asstatutory entitlements within the National Curriculum. These are currently missing fromthe content set out in the proposed curriculum framework. First aid should feature inscience, PE and Citizenship. Humanitarian education should feature in Citizenship,Geography and History. They will help develop important skills, attitudes and values,make these subjects more relevant to the lives of young people today, and help to build ageneration of lifesavers.

Summary

We are concerned that some elements of the existing curriculum have been removed, whichreduce the opportunity for first aid and humanitarian education to be incorporated in logicalplaces within the curriculum. We recommend the following specific inclusions:

Subject Key stage Issues which should be included

Science KS1&2 Hazards, risk assessment and taking action to reduce risks bychecking the area is safe, altering an adult and calling for help;dealing with burns.

Also, hygiene, shortages of food and clean water.Under All living things (p.130) we recommend the inclusion ofbasic first aid as part of recognising the impact of diet, exercise,drugs and lifestyle.

KS3&4 In Biology, we recommend including how to treat bleeding andshock, unconsciousness and burns, circulation and basic firstaid under health (including pandemics and epidemics).

Also in science: climate change, hygiene and clean water, foodand malnutrition, natural disasters.

Citizenship KS3&4 Basic first aid, the legalities and consequences of intervening ina medical emergency.Rights and responsibilities, duties and freedoms and taking partin decision making.


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In addition to volunteering, playing an active role in the life ofschools, neighbourhoods and wider society as a humanitarianand global citizen respecting life and human dignity andunderstanding the principles of international humanitarian law.

Geography KS3 Questioning, investigation and critical thinking around issuesaffecting the world and peoples lives. Linking this with thehumanitarian impact of conflict, migration, natural disasters,climate change and the struggle to access food and clean water.Helping pupils to develop critical thinking skills and anunderstanding of their own place in the world their values andresponsibilities to other people and the planet.

History KS3 The history of international humanitarian law, including theGeneva Conventions and its protection for victims of armedconflict.

PhysicalEducation

KS1&2KS3&4

Inclusion of how to deal with fractures, sprains andunconsciousness; managing risks and recognising hazards.

At a minimum we recommend the following amendment to the Purpose of Study for bothPhysical Education and Science

First aid in Physical Education

We recommend the following amendments to the Purpose of Study:

It should provide opportunities for all pupils to become physically confident in a way whichsupports their health and fitness, and their understanding of h ow to m aintain the health andsafety of themselves and others through basic first aid.

In the Aims, we recommend that the text of the last bullet point is amended to:

Lead healthy, active and safe lives.

First aid in Science

In science it is important to have evaluative skills and develop critical thinking. We recommendthat the following amendment is made to the purpose of study:

.all pupils should be taught essential aspects of the knowledge, methods, processes anduses of science, and how ensure safe behaviour and reduce hazards in their learning.

Supporting First Aid and Keeping Safe

First aid is a life skill which children can learn from KS1. Our research shows that children asyoung as 5 years old can learn basic first aid techniques, how to keep themselves safe and howto call for help. As children get older, they participate in more risky behaviours. It is importantthat as they do so, they have knowledge and confidence at the forefront of their minds that theycan call upon in an emergency.


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That is why we urge the Government to reconsider the inclusion of basic first aid within coreparts of the curriculum, so that children can build their knowledge and confidence in their skills,and develop an unquestioning willingness to step forward and help. Not only will this increaseresilience of individuals, but also that of their families and wider community.

Jill Sandeman, from Eggars School in Hampshire teaches first aid as part ofCitizenship. She says, about the pupils:

They feel that they now have a choice about being able to help in a number of

si tuat ions wh ere before they could on ly react and often would have previously

had noth ing to offer . They have gained in conf idence and are certainly a better

team as well as having vital knowledge. This is their favourite aspect of theci t izenship co urse as i t is pract ical ly based and ob viously p rogressive. They also

talk to their parents abou t the scenar ios. I like the fact that they can be

independen t learners. They are mo re self confid ent. They are mo re aware of

themselves and of others.

International Humanitarian Law (IHL)The current Citizenship curriculum at Key Stage 4 explicitly states that students should learnthat International Humanitarian Law aims to provide protection for victims of armed conflict andchildren caught up in fighting. The inclusion of IHL provides a place to explore complexcontemporary issues relating to conflict while helping to develop universal humanitarian values.It gives pupils an opportunity to learn about how IHL protects the victims of armed conflictincluding young people affected by the fighting. More broadly it helps students to explore thehumanitarian principles that underpin IHL specifically and humanitarianism in general.

Regrettably, we note that IHL has not been included in the new proposed curriculum.

IHL is distinctive in that, as a State Party to Geneva Conventions of 1949 and their AdditionalProtocols the UK Government has a treaty obligation to disseminate IHL. All four 1949 GenevaConventions reaffirm the general obligation to disseminate the texts (GC I/II/III/IV, Articles.47/48/127/144 respectively):

"The High Contracting Parties undertake, in time of peace as in time of war, to disseminate thetext of the present Convention as widely as possible in their respective countries, and, in

particular, to include the study thereof in their programmes of military and, if possible, civilinstruction, so that the principles thereof may become known to all their armed forces and to theentire population".

The 1977 Protocols I and II and the 2005 Protocol III Additional to the Geneva Conventionscontain similar obligations (API/II/III Articles 87/19/7 respectively).

At the 30th International Conference of the Red Cross and Red Crescent in 2007, the EuropeanUnion pledged topursue, without prejudice to Member States competencies, its efforts in

promoting the integration of IHL education into education systems. The EU Member States,including the UK, agreed to, where appropriate, work with their respective National Society in


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implementing the joint European Union pledges.

At the same International Conference, the UK and the British Red Cross together also jointlypledged:As part of our commitment to promoting awareness and understanding of the

principles of international humanitarian law (IHL), and recognising the special status of theBritish Red Cross Society as an auxiliary to the government in the humanitarian field, tocontinue and expand our co-operation in encouraging IHL instruction in schools and supportingits implementation, in all parts of the United Kingdom.

The UK Government also pledged to disseminate IHL through the education system at the 2006European Education Leadership Seminar, held under the auspices of the Austrian Presidencyof the EU. The 2006 pledge reaffirmed a pledge made in 2003.

Further obligations to disseminate IHL and related topics can be found in Article 42 of the 1989Convention on the Rights of theChildand Article 6 of the 2000 OptionalProtocol to theConvention of the Rights of the Child on theinvolvement of children in armedconflict. Bothoblige States Parties, in effect, to undertake to make the principles and provisions of those

instruments widely known and promoted by appropriate means, to adults and children alike . TheUK is a party to both instruments.

The inclusion of IHL in the English curriculum in 2007 was a significant achievement whichdemonstrated the UKs commitment to meeting the aforementioned obligations andresponsibilities, and was a positive signal to other countries which look to the UK for leadershipin a number of areas, including IHL. Through teaching IHL in schools across the UK over thepast 6 years the British Red Cross has observed that teachers have found IHL to be a usefultool to increase understanding of, amongst others, international relations, history, universalhumanitarian values, conflict and citizenship, all of which contribute to the overall objectives ofthe citizenship curriculum. It would seem that the removal of IHL education from the NationalCurriculum would be a regrettable omission, which would affect the good progress made thus

far. Consequently, we respectfully suggest that an explicit mention of IHL remains warranted.

In the light of the above, and taking into consideration the stated aim of the National Curriculumfor citizenship to develop sound knowledge and understanding of the role of law in our societyand how laws are shaped and enforced the reinstatementof IHL into the proposed curriculummight be achieved by referencing IHL within the citizenship programmes of study at Key Stage4 and, if appropriate, Key Stage 3.

Specifically, at Key Stage 4 IHL could be mentioned within local, regional and internationalgovernance and the United Kingdoms relations with the rest of Europe, the Commonwealth andthe wider world. If appropriate, at Key Stage 3, IHL could be mentioned in the fourth bulletpoint, the nature of rules and laws.

IHL education could also be accommodated within the history programme of study, at KeyStages 3 under the aim gain historical perspective by placing their growing knowledge intodifferent contexts, understanding the connections between local, regional, national andinternational history; between cultural, economic, military, political, religious and social history;and between short- and long-term timescales. For example when learning about the SecondWorld War, a key learning point should be the development of the 1949 Geneva Conventions inresponse to the humanitarian impact of this armed conflict.


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We are concerned that, despite the impact of globalisation on our society and the lives of youngpeople, the proposed curriculum does not itself enable young people to have a suitablyweighted international perspective in subjects such as history and citizenship, instead theproposed draft programmes of study give a UK focused perspective rather than addressingrelevant international issues and content from which much wider learning can arise

PSHEWe also urge the government to reconsider the position of PSHE within the curriculum. Thissubject gives valuable space in the curriculum for pupils to explore issues which affect theirresilience, which in turn contributes to society as a whole. We strongly recommend that PSHEis prioritised as a foundation subject and is mandatory in school.

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: We are concerned that the course content in the draft curriculum fails to buildadequate context around the issues being studied, and that this will limit the opportunities forpupils to explore and discover relevance to their own lives from the lessons they learn in school.We strongly urge the Government to rethink the omissions we have highlighted in the sectionabove, as a means of developing greater understanding for each subject. In the Citizenshipprogramme of study much of the content is knowledge driven rather than process and outcomes

driven which lends itself to the learning of facts rather than the assimilation of knowledge andthe ability to apply it. Young people must be able to confidently use learning to respond toevents in their own lives and the lives of others.

5 Do you have any comments on the proposed wording of the attainment targets?


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Comments:

We welcome the fact that application, understanding, skills and processes are referred to inthe attainment targets in respect of the programmes of study but a lack of clarity on thedesired skills and processes is evident in a number of the programmes such as Citizenship

where it is stated that pupils should be taught about followed simply by a list of topicknowledge.If the attainment targets are to be described in this way then they should relate more closelyto the content described within the programme of study.

6 Do you agree that the draft programmes of study provide for effectiveprogression between the key stages?


Comments:First aid is a life skill which children can learn from KS1. Our research shows that children asyoung as 5 years old can learn basic first aid techniques, how to keep themselves safe and howto call for help. As children get older, they participate in more risky behaviours. It is importantthat as they do so, they have knowledge and confidence at the forefront of their minds that theycan call upon in an emergency.

That is why we urge the Government to reconsider the inclusion of basic first aid within coreparts of the curriculum, so that children can build their knowledge and confidence in their skills,and develop an unquestioning willingness to step forward and help. Not only will this increaseresilience of individuals, but also that of their families and wider community.

7 Do you agree that we should change the subject information andcommunication technology to computing, to reflect the content of the newprogrammes of study?


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Comments:N/A

8 Does the new National Curriculum embody an expectation of higher standardsfor all children?

Yes No Not sure

Comments:N/A

9 What impact - either positive or negative - will our proposals have on the'protected characteristic' groups?


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Comments:The British Red Cross helps people in crisis, and in doing so often finds its focus as being onthe vulnerable. First aid has been proven to help build confidence and self-esteem as well asbeing a skill which can be of use to anyone at any time. We urge the Government toincorporate it into the foundation subjects in order to ensure that all children and young peoplehave the opportunity to learn and benefit from that knowledge.

Humanitarian education is focused on the humanitarian impact of local and global contemporaryissues. The methodologies employed develop skills, attitudes, values and behaviours thatpromote respect for life and human dignity. Through participative methodologies that encouragecritical thinking, communication skills and looking at issues through multiple perspectives, youngpeople develop into better informed and more resilient citizens who have the knowledge,understanding, confidence and ability to help themselves and others affected by crisis on apersonal, community, national or international context.

10 To what extent will the new National Curriculum make clear to parents whattheir children should be learning at each stage of their education?

Comments:N/A

11 What key factors will affect schools ability to implement the new NationalCurriculum successfully from September 2014?


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Comments:

12 Who is best placed to support schools and/or develop resources that schoolswill need to teach the new National Curriculum?

Comments:

Supporting First Aid and Keeping SafeThe British Red Cross has undertaken extensive research and piloting of resources to teachchildren of all ages basic first aid and life saving skills. We have developed a range ofresources (often free, or low cost, both physical and online) for teachers with no priorknowledge of first aid to incorporate into their lessons in whatever way they are mostcomfortable with. We know that other organisations have produced similar resources andbelieve that the range of what is available is adequate for most teaching styles and approaches.Our resources are high quality and require minimal preparation. They can be inserted into arange of subjects and in so doing, add excellent context to issues of safety, social responsibilityand having the confidence and willingness to step forward and help effectively in a medicalemergency.

Comments from teachers using our first aid resources:"The kit overall is incredibly helpful for teaching young people first aid skills. It motivates them,they have a dummy, bandages, slings and everything. I teach first aid in all year groups from 7 -11, so every year I teach them again, not just once, I want them to be really confident in

practising first aid PSHE Teacher

All tutors were able to use the resources on the CD - even the ones who have had no first aidtraining Head of Year 11.

The First Aid Education Kit from the British Red Cross is a new way of looking at first aideducation making it much more accessible for a wide range of people. On its own the CD-ROMwould be an excellent resource but when coupled with the other equipment in the pack it is an


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exceptional buy. LEA representative.

The children drew from personal experiences and shared with the class veryenthusiastically those which related to the topics. On at least one occasion over onethird of the year 1 class had either experienced a burn or seen someone else get

burned. One teacher was surprised how few of them (the children) knew to cool a burnbefore the lesson began. Feedback from Primary First Aid Teaching resource

Humanitarian Education and International Humanitarian LawAccording to Article 3 of the Statutes of the International Red Cross and Red CrescentMovement, as agreed by the International Conference of the Red Cross and Red Crescent,which includes States, National Societies like the British Red Cross Society have a mandate todisseminate awareness and understanding of IHL and to assist their governments in suchdissemination.

The Royal Charter of the British Red Cross Society gives the Society the power to, amongstothers, act as an autonomous auxiliary to the public authorities in the humanitarian field, with a

special role in enhancing respect for humanitarian values and human dignity; to disseminateknowledge of the Fundamental Principles and of International Humanitarian Law throughpublications, education programmes and in other ways; and to co-operate with Our Ministersto ensure respect for International humanitarian Law (Article 5.1, 5.2 and 5.3 respectively.)

At a practical level the British Red Cross (BRC) has developed a wide range of IHL teachingresources for primary and secondary school students, including lesson plans, assembly kits,and teaching packages, which have all been tried and tested with schools across the UK. TheBRC also has a network of school speakers (volunteers or staff in our youth and schoolsteams), who are trained to be able to work with students of all ages using our educationalresources.

The British Red Cross is therefore well placed to support the implementation of IHL educationwithin a revised National Curriculum.

Comments from teachers on BRCs humanitarian education resources and activities.

The Red Cross has brought these important topics to life and the pupils can see the purpose olearning. Citizenship teacher, Bristol area. (Sue Jenkins).

Thanks for bringing the project to Greendown and helping to open the eyes of some of ourpupils to the important issues you did which I am sure will help the pupils to develop into evenbetter, more responsible young adults in the future Eileen Mochan, Greendown CommunitySchool.

This is the most engaged I have seen the students all year, thank you Eddie Bradley, CityAcademy.

I have used the Red Cross for the past 4 years in school and they have been wonderful. The

staff that have run the courses work so hard and are very knowledgeable. The resources

provided are of a similar standard and very reliable.


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The resource deals with real life issues going off in the world and appears to be useful for

English speaking and listening activities such as group discussions, individual presentations

and role play components, as well as citizenship and PSE

Excellent resource that is sufficiently engaging and intellectually stimulatingfor students who

want to examine the issues on a level beyond the superficial.

The resources on this website are extraordinary. Thank you for having them available.These

lesson plans about IHL and others will be an invaluable resource.

13 Do you agree that we should amend the legislation to disapply the National

Curriculum programmes of study, attainment targets and statutory assessmentarrangements, as set out in section 12 of the consultation document?


Comments:

We wish to express concern over the intent to disapply the current National Curriculumprogrammes of study as that would in effect remove the explicit reference on IHL educationfrom the statutory content of the National Curriculum.

The current Citizenship curriculum at Key Stage 4 explicitly states that students should learnthat International Humanitarian Law aims to provide protection for victims of armed conflict andchildren caught up in fighting. The inclusion of IHL provides a place to explore complexcontemporary issues relating to conflict while helping to develop universal humanitarian values.It gives pupils an opportunity to learn about how IHL protects the victims of armed conflictincluding young people affected by the fighting. More broadly it helps students to explore thehumanitarian principles that underpin IHL specifically and humanitarianism in general.Regrettably, we note that IHL has not been included in the new proposed curriculum.

IHL is distinctive in that, as a State Party to Geneva Conventions of 1949 and their AdditionalProtocols the UK Government has a treaty obligation to disseminate IHL. All four 1949 Geneva

Conventions reaffirm the general obligation to disseminate the texts (GC I/II/III/IV, Articles.47/48/127/144 respectively):

"The High Contracting Parties undertake, in time of peace as in time of war, to disseminate thetext of the present Convention as widely as possible in their respective countries, and, in

particular, to include the study thereof in their programmes of military and, if possible, civilinstruction, so that the principles thereof may become known to all their armed forces and to theentire population".


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The 1977 Protocols I and II and the 2005 Protocol III Additional to the Geneva Conventionscontain similar obligations (API/II/III Articles 87/19/7 respectively).

At the 30th International Conference of the Red Cross and Red Crescent in 2007, the EuropeanUnion pledged topursue, without prejudice to Member States competencies, its efforts in

promoting the integration of IHL education into education systems. The EU Member States,including the UK, agreed to, where appropriate, work with their respective National Society inimplementing the joint European Union pledges.

At the same International Conference, the UK and the British Red Cross together also jointlypledged:As part of our commitment to promoting awareness and understanding of the

principles of international humanitarian law (IHL), and recognising the special status of theBritish Red Cross Society as an auxiliary to the government in the humanitarian field, tocontinue and expand our co-operation in encouraging IHL instruction in schools and supportingits implementation, in all parts of the United Kingdom.

The UK Government also pledged to disseminate IHL through the education system at the 2006European Education Leadership Seminar, held under the auspices of the Austrian Presidencyof the EU. The 2006 pledge reaffirmed a pledge made in 2003.

Further obligations to disseminate IHL and related topics can be found in Article 42 of the 1989Convention on the Rights of theChildand Article 6 of the 2000 OptionalProtocol to theConvention of the Rights of the Child on theinvolvement of children in armedconflict. Bothoblige States Parties, in effect, to undertake to make the principles and provisions of thoseinstruments widely known and promoted by appropriate means, to adults and children alike . TheUK is a party to both instruments.

The inclusion of IHL in the English curriculum in 2007 was a significant achievement which

demonstrated the UKs commitment to meeting the aforementioned obligations andresponsibilities, and was a positive signal to other countries which look to the UK for leadershipin a number of areas, including IHL. Through teaching IHL in schools across the UK over thepast 6 years the British Red Cross has observed that teachers have found IHL to be a usefultool to increase understanding of, amongst others, international relations, history, universalhumanitarian values, conflict and citizenship, all of which contribute to the overall objectives ofthe citizenship curriculum. It would seem that the removal of IHL education from the NationalCurriculum would be a regrettable omission, which would affect the good progress made thusfar.

Consequently, we respectfully suggest that an explicit mention of IHL remains warrantedthrough retention of the current programme of study in citizenship and its inclusion in future

statutory curriculum content.


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14 Do you have any other comments you would like to make about the proposalsin this consultation?

Comments:PHSE is not incorporated within the list of core and foundation subjects in the consultation.However, in the opening paragraph on page 5, para 2.3 states that all schools should makeprovision for PSHE. We are concerned that schools will not be clear why or how provisionshould be made if it is not one of the subjects for which a curriculum has been provided. Weare concerned that despite the early statement, schools will not prioritise it as they strive tomake the changes to other subjects as set out in the document. We believe that the widerbenefits of young people learning PSHE are significant, particularly if the syllabus includes basicfirst aid and helping behaviour which will help to build the resilience of society as a whole.

15 Please let us have your views on responding to this consultation (e.g. thenumber and type of questions, whether it was easy to find, understand, completeetc.)

Comments:

Thank you for taking the time to let us have your views. We do not intend toacknowledge individual responses unless you place an 'X' in the box below.


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Please acknowledge this reply X

E-mail address for acknowledgement: [email protected]

Here at the Department for Education we carry out our research on many differenttopics and consultations. As your views are valuable to us, would it be alright if we wereto contact you again from time to time either for research or to send throughconsultation documents?

XYes No

All DfE public consultations are required to meet the Cabinet OfficePrinciples onConsultation

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departments will follow a range of timescales rather than defaulting to a 12-week

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with those who are affected consultation should be digital by default', but other forms should be used where

these are needed to reach the groups affected by a policy; and the principles of the Compact between government and the voluntary and

community sector will continue to be respected.

Responses should be completed on-line or emailed to the relevant consultation email

box. However, if you have any comments on how DfE consultations are conducted,please contact Carole Edge, DfE Consultation Coordinator, tel: 0370 000 2288 / email:[email protected]

Thank you for taking time to respond to this consultation.
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Completed questionnaires and other responses should be sent to the address shownbelow by 16 April 2013

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reform of the national curriculum in england: consultation response

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