“Scandalous” amount of teaching activity on two subjects

A ten year review of primary education has found that children are now taught an “alarming” amount of maths and English at the expense of science, arts and the humanities compared to ten years ago.

The University of Manchester researchers, who collected the data on behalf of the Qualifications and Curriculum Authority, say that the root of the problem is the national curriculum’s emphasis on testing the ‘core subjects’ of maths and English.

The team examined national data from 1997 to 2007. Primary schools were asked to detail the percentage of teaching time devoted to each subject for every school year. The findings were due to be presented to the now defunct select committee for Education and Skills this year.

Dr Bill Boyle, who is based at Manchester School of Education said: “The often quoted issue of whether ‘standards’ have risen or not is really relevant against the huge ‘deprivation’ of children’s exposure to foundation subjects. That is the real issue.

“And this unique ten year data set shows incontrovertibly that teachers are forced to devote more time to teaching maths and English and less time to the other subjects.”

Boyle called the fact that around 51% of teaching activity is now on two subjects “scandalous”. He added: “This resonates strongly with many current concerns – but one of the biggest worries is over secondary school and higher education ‘pick up’ of science.

“Where are we going to find our young scientists if primary education neglects this important area?”

Boyle said that the core of the problem was the pressure on schools to raise standards in English and maths and although some reduction of foundation subjects in favour of the tested subjects was inevitable, the extent of the diminution, as found in the review was “alarming”.

“Scandalous” amount of teaching activity on two subjects

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