Gove tells Education Select Committee the National Curriculum an ‘evolving’ benchmark for schools
Yesterday I watched a replay of Michael Gove making his second appearance before the Education Select Committee (Tuesday 24 April). Top of the agenda were queries from the Chair, Graham Stuart MP and his committee, about accountability, academies and the National Curriculum review.
During queries Mr Gove stated the function of the National Curriculum is ‘evolving’, yet as most primary schools are not academies, they will be bound by its requirements. In secondary education, he pointed to the fact that numerous academies and fee-paying schools use the National Curriculum to inform their provision even though they do not have to.
Mr Gove recognised the interrelationship between the National Curriculum, assessment and qualifications, especially GCSE. He stated exam bodies have a huge influence over what is taught in schools, perhaps more so than the National Curriculum, and seemed concerned about how these bodies can be more accountable.
Following queries about the extension of the number of subjects at key stage 4 as proposed by the Expert Panel, Gove was careful in what he stated. He pointed to the fact that the Ebacc has been successful in increasing the number of learners studying geography and history which he sees as a good thing, and that there maybe pitfalls in adding additional subjects to the key stage 4 curriculum. He stated the Ebacc is a approach of ensuring students additionally study things outside of the National Curriculum and educators have told him there is enough time to do the Ebacc, other subjects covering vocational ones and those subjects that they have to do since they are required, namely RE, PE and citizenship.
Mr Gove stated he is keen to move away from level descriptions and wants to see regular ‘testing’, with schools avoiding too long a gap between statutory assessments as this may enable learners to ‘drift’. He sees tests as a approach of ensuring pupils appreciate, recall and use awareness. He additionally recognises the dangers of assessment being the ‘sole driver’ of what is studied.
Regarding the current curriculum review, Mr Gove stated he was pleased that the debate following the Expert Panel report had been ‘cool, calm and collected’ yet expected it may ‘hot up’ once the government announces its proposals for which subjects are to be contained at each key stage. He thought the approach in which the curriculum is communicated is now highly much influenced by technology, rather than schools receiving it in printed volumes. At this point he cited an example of citizenship, with schools as far apart as the Scilly Isles and Newcastle using Harvard Professor Michael Sandel’s lectures with learners to explore concepts of justice.
Perhaps the most enlightening observation during the session was his perspective on the National Curriculum as a whole. It is, he stated, ‘a benchmark laid down by government’. This is a highly distinct take to the proposal of the National Curriculum belonging to us all and being an expression of what we as a nation believe is so significant that every child must be taught it. For further guidance, see the relevant UK information.
