Introduction
The school curriculum serves as the foundation of a child’s education, shaping not only their academic knowledge but also their personal, social, and emotional development. As a student of Primary Education (QTS), I have engaged with various perspectives on what children should learn at school, considering the balance between academic rigour, practical skills, and holistic development. This essay reflects on the purpose of the school curriculum, exploring what content and skills are essential for primary-aged children in the UK context. It will examine core academic subjects, the importance of personal and social development, and the role of creativity and critical thinking. Drawing on academic literature and government policies, I will argue that the curriculum should prioritise a balanced approach, ensuring children acquire foundational knowledge while developing skills for lifelong learning and well-being.
The Role of Core Academic Subjects
At the heart of any school curriculum lies the teaching of core subjects such as English, Mathematics, and Science, which form the basis of the National Curriculum in England (Department for Education, 2013). These subjects are crucial for equipping children with fundamental skills—literacy, numeracy, and scientific understanding—that underpin further education and everyday life. For instance, proficiency in reading and writing not only facilitates academic success across subjects but also empowers children to communicate effectively and engage with the world around them. Similarly, mathematical skills are essential for problem-solving and financial literacy, while science fosters curiosity and an understanding of natural phenomena.
However, the emphasis on core subjects can sometimes overshadow other areas of learning. The heavy focus on assessment and performance metrics, such as SATs in primary schools, may narrow the curriculum, leaving less room for exploration in other disciplines (Wyse et al., 2012). As a future educator, I believe that while core subjects must remain central, their delivery should encourage deeper understanding rather than rote learning. This can be achieved through interactive and contextual teaching methods, ensuring that children see the relevance of their learning to real-life situations.
Personal, Social, and Emotional Development
Beyond academic knowledge, schools play a vital role in fostering personal, social, and emotional development. The inclusion of Personal, Social, Health, and Economic (PSHE) education in the curriculum is essential for helping children navigate relationships, understand their emotions, and make informed decisions (Department for Education, 2020). PSHE equips children with the tools to manage challenges such as bullying, mental health issues, and societal pressures, which are increasingly relevant in today’s complex world.
Research highlights the long-term benefits of social and emotional learning (SEL). For example, Taylor et al. (2017) conducted a meta-analysis demonstrating that SEL programmes in schools lead to improved academic performance, better mental health outcomes, and reduced behavioural issues. Reflecting on my own observations during school placements, I have seen how children who struggle with emotional regulation often face difficulties in engaging with lessons. Therefore, embedding SEL within the curriculum—perhaps through dedicated PSHE lessons or integrated activities—seems not only beneficial but necessary. Indeed, prioritising well-being alongside academic achievement ensures that children develop as rounded individuals, capable of thriving in diverse contexts.
Creativity and Critical Thinking
Another critical aspect of what children should learn at school is the ability to think creatively and critically. Subjects such as art, music, and design technology, often sidelined in favour of tested subjects, are vital for nurturing imagination and self-expression (Robinson, 2006). Creativity is not merely an artistic skill; it is a way of thinking that encourages innovation and adaptability—qualities highly valued in the modern workforce. Moreover, critical thinking, which can be developed through subjects like history and geography, allows children to question information, evaluate evidence, and form reasoned opinions.
Unfortunately, the current curriculum in England has been critiqued for its limited scope for creative exploration due to the prioritisation of measurable outcomes (Alexander, 2010). As a trainee teacher, I find this concerning, as I have witnessed how creative activities can engage even the most reluctant learners. For example, using art to explore historical events can make abstract concepts more tangible and memorable. I argue that the curriculum should integrate creativity and critical thinking across subjects, rather than treating them as add-ons. This approach would prepare children to tackle complex problems and think independently, skills that are arguably as important as literacy and numeracy in an ever-changing world.
Balancing Breadth and Depth in the Curriculum
One of the central challenges in designing a school curriculum is striking a balance between breadth and depth. While a broad curriculum exposes children to a wide range of subjects and ideas, an overly packed schedule may result in superficial learning. Conversely, focusing too narrowly on specific areas risks neglecting other important skills and knowledge. The National Curriculum in England attempts to address this by mandating a range of subjects, including humanities, languages, and physical education, alongside core areas (Department for Education, 2013). However, time constraints often mean that some subjects receive less attention, particularly in primary settings where teachers must cover multiple areas.
Reflecting on this issue, I believe the curriculum should allow flexibility for teachers to tailor learning to their pupils’ needs and interests. For instance, project-based learning could integrate multiple subjects around a central theme, enabling deeper exploration while maintaining breadth. Additionally, giving teachers autonomy to adapt the curriculum could foster more meaningful engagement, as lessons become more relevant to the specific cohort. This personalised approach, though challenging to implement on a national scale, aligns with educational theories advocating for child-centred learning (Dewey, 1938).
Conclusion
In conclusion, reflecting on what children should learn at school reveals the multifaceted purpose of education. Core academic subjects like English, Mathematics, and Science are undeniably essential, providing the foundational skills necessary for future success. However, the curriculum must also prioritise personal, social, and emotional development through frameworks like PSHE, ensuring children grow into well-adjusted individuals. Furthermore, fostering creativity and critical thinking is crucial for preparing children to navigate an unpredictable future, while a balanced curriculum prevents the neglect of diverse areas of learning. As a future primary teacher, I advocate for a curriculum that integrates these elements, supported by flexible teaching approaches that respond to pupils’ unique needs. Ultimately, schools should aim to develop not just knowledgeable students, but curious, empathetic, and resilient individuals ready to contribute to society. The ongoing debate around curriculum design underscores the need for continuous evaluation and adaptation, ensuring education remains relevant in a rapidly changing world.
References
- Alexander, R. (2010) Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review. Routledge.
- Department for Education (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document. UK Government.
- Department for Education (2020) Relationships Education, Relationships and Sex Education (RSE) and Health Education. UK Government.
- Dewey, J. (1938) Experience and Education. Kappa Delta Pi.
- Robinson, K. (2006) Do Schools Kill Creativity? TED Talk, available via academic databases or authorised platforms.
- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017) Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171.
- Wyse, D., Jones, R., Bradford, H., & Wolpert, M. A. (2012) Teaching English, Language and Literacy. Routledge.
