Site map

• Key stages 1 & 2
  • Values, aims and purposes
    • Primary curriculum review
    • About the primary curriculum
  • Subjects
    • Art and design
      • Key stage 1
      • Key stage 2
    • Citizenship
      • Key stage 1
      • Key stage 2
    • Design and technology
      • Key stage 1
      • Key stage 2
    • English
      • Key stage 1
      • Key stage 2
    • Geography
      • Key stage 1
      • Key stage 2
    • History
      • Key stage 1
      • Key stage 2
    • ICT
      • Key stage 1
      • Key stage 2
    • Mathematics
      • Key stage 1
      • Key stage 2
    • MFL
    • Music
      • Key stage 1
      • Key stage 2
    • Physical education
      • Key stage 1
      • Key stage 2
    • Science
      • Key stage 1
      • Key stage 2
    • Personal, social and health education
      • Key stage 1
      • Key stage 2
    • Religious education
      • Key stage 1
      • Key stage 2
  • General teaching requirements
  • Inclusion
    • Statutory inclusion statement
    • Inclusion in subjects
      • Inclusion in art and design
      • Inclusion in citizenship
      • Inclusion in design and technology
      • Inclusion in English
      • Inclusion in geography
      • Inclusion in history
      • Inclusion in ICT
      • Inclusion in mathematics
      • Inclusion in modern foreign languages
      • Inclusion in music
      • Inclusion in personal, social and health education
      • Inclusion in physical education
      • Inclusion in religious education
      • Inclusion in science
  • Assessment
    • NC in Action
    • Assessment of subjects
      • Assessment in art and design
      • Assessment in citizenship
      • Assessment in design and technology
      • Assessment in English
      • Assessment in geography
      • Assessment in history
      • Assessment in ICT
      • Assessment in mathematics
      • Assessment in music
      • Assessment in personal, social and health education
      • Assessment in physical education
      • Assessment in religious education
      • Asessment in science
  • Learning across the curriculum
    • Creativity
      • What is creativity?
      • Why is creativity so important?
      • How can you spot creativity?
      • How can teachers promote creativity?
      • How can heads and managers promote creativity?
    • ICT in subject teaching
      • ICT in art and design
      • ICT in design and technology
      • ICT in English
      • ICT in geography
      • ICT in history
      • ICT in mathematics
      • ICT in music
      • ICT in physical education
      • ICT in religious education
      • ICT in science
    • Spiritual, moral, social and cultural development
    • Skills across the National Curriculum
    • Financial capability and enterprise education
    • Education for sustainable development
• Key stages 3 & 4
  • Aims
  • Subjects
    • Art and design
    • Citizenship
      • Key stage 3
      • Key stage 4
    • Design and technology
    • English
      • Key stage 3
      • Key stage 4
    • Geography
    • History
    • ICT
      • Key stage 3
      • Key stage 4
    • Mathematics
      • Key stage 3
      • Key stage 4
    • Modern foreign languages
    • Music
    • Physical education
      • Key stage 3
      • Key stage 4
    • Science
      • Key stage 3
      • Key stage 4
    • Personal, social, health and economic education
      • Economic wellbeing and financial capability
        • Key stage 3
        • Key stage 4
      • Personal wellbeing
        • Key stage 3
        • Key stage 4
    • Religious education
      • Key stage 3
      • Key stage 4
  • Personal development
  • Skills
    • Functional skills
    • PLTS
      • Planning for PLTS
  • Cross-curriculum dimensions
    • Cultural diversity and identity
    • Healthy lifestyles
    • Community participation
    • Enterprise
    • Global dimension and sustainable development
    • Technology and media
    • Creativity and critical thinking
  • Organising your curriculum
    • Principles of curriculum design
    • General requirements
    • Inclusion
      • Statutory inclusion statement
      • Non-statutory guidance
    • Personalisation
    • The secondary curriculum
  • Developing your curriculum
    • Introduction to activities
      • What are you trying to achieve
      • How do you organise learning
      • How well are we achieving our aims
    • Programme of support
    • New opportunities
    • What has changed and why?
  • Evaluating your curriculum
  • Curriculum in action
    • Case studies search
  • Assessment
    • New ideas in assessment
      • Assessing work across subjects
      • Assessing work beyond the classroom
      • Assessing concepts and processes
      • Assessing skills
    • Assessment and the curriculum
      • Principles for national curriculum assessment
      • Principles for ongoing assessment
      • Subjects-exemplification of standards
    • Assessment FAQs
    • NC in Action