Understanding the education system

Many changes to the education system have been made in recent years, many of which promote work-related learning and offer employers the opportunity to get involved with schools and colleges to better prepare young people for life.

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Education in England is overseen by the Department for Education(DfE) and the Department for Business, Innovation and Skills (BIS). Local authorities are responsible for implementing policy for public education and state schools.

  Children can attend state-run schools free of charge between the ages of 3 and 18, and approximately 93% of English school children attend such schools.

Almost all state-funded schools in England are 'maintained schools', which receive their funding from local authorities and are required to follow the National Curriculum (see below). For more information on the different types of state schools, go to Types of schools.

 

The National Curriculum

The curriculum in England is provided by the National Curriculum, which was introduced in the Education Reform Act (1988) to ensure that all students in compulsory education receive consistent teaching standards. The  National Curriculum aims to:

  • provide opportunities for all students to learn and to achieve
  • promote students' spiritual, moral, social and cultural development and prepare them for the opportunities, responsibilities and experiences of life.

The National Curriculum determines:

  • the subjects taught
  • the knowledge, skills and understanding required in each subject
  • the standards of attainment targets in each subject
  • how progress is assessed and reported.

Primary and secondary education models each have a set of statutory (core) curriculum subjects, which must be taught. See Schooling in England for more information on these statutory subjects. The purpose of having a statutory core to the curriculum is to:

  • establish an entitlement to knowledge, understanding, skills and attitudes, irrespective of background, culture, race, gender, and differences in ability
  • establish standards - expectations for learning and attainment
  • promote continuity and coherence, so as to ensure a progression in students' learning and facilitate the transition of students between schools and phases of education
  • promote public understanding and confidence in the work of schools and in the learning and achievements resulting from compulsory education.

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