Key areas of learning for primary school children in England: An exploratory study

The national curriculum was introduced in the UK in 1989 and has been developed over time (Oates, 2011). The current primary national curriculum in England aims to prepare pupils for the demands and opportunities of their society and of adult life through the delivery of 11 subject areas: English; mathematics; science; art and design; computing; design and technology; geography; history; languages; music; and physical education (DfE, 2013). The national curriculum has been criticised for focusing on external attainment measures in English and maths at the expense of other curriculum areas (Boyle & Bragg, 2006). A lack of focus on wider skills such as those involved in social and emotional development may also not prepare children for later life (Barnard et al., 2017). If these areas were to be incorporated into the national curriculum, they may help to support children’s wellbeing which has been declining in recent years (The Children’s Society, 2023).

This study used a Delphi consensus procedure to explore a group of educational psychologists’ and academics’ views on what they feel the purpose of primary education in England should be and what primary school pupils should learn at school. Three desired purposes of primary education were identified: to develop skills to support their own development and wellbeing; to support the acquisition of knowledge; and to develop skills needed to support and interact with society. Nine suggested areas of learning were developed through thematic analysis of participant responses: interpersonal development; literacy; maths; creativity; metacognition; physical health and development; exploring personal interests, understanding the world; and intrapersonal development. Each purpose and area of learning has been explored in relation to the current national curriculum and wider research. Implications for future curriculum development, educators and educational psychologists are discussed.