England’s KS2 mathematics, science and literacy curricula are broadly similar to those in other high performing countries, although there are some systematic differences. However, the analytic demands placed on English pupils in reading make it more demanding than the curriculum in other countries, where the stress is on understanding.

A comparison of the English core primary curriculum to those of other high performing countries from NFER compared mathematics, science and literacy curricula with countries which have a high level of performance in international comparative surveys in the primary years: Singapore, Chinese Taipei, Hong Kong, Netherlands, Latvia, Ontario, British Columbia, Italy and Sweden.

Key findings

The similarities and differences between England’s curricula and others include:

Mathematics: the structure of England’s curriculum by content, and its division into number, geometry and data handling, is similar to other countries. Its curriculum for number is often narrower and less demanding, but data handling is broader and more demanding.

Science: the emphasis on scientific enquiry is shared internationally, but England’s division into biology, chemistry and physics is not widely shared.

Literacy: The structure of England’s literacy curriculum by language mode - speaking and listening, reading, writing - is not replicated exactly in any of the comparator countries, though some have similar categories. The literacy curricula in other countries are much more likely to include an elaboration of their underlying philosophy and rationale than England, where this is extremely brief.

In reading, the requirement for an analytic approach to the study of texts in England is more demanding than the full comprehension of texts found in other countries.

Differentiation: England is similar to all the other countries except Singapore, which has differentiation built in.

NFER’s Dr. Graham Ruddock said: "There’s a great deal of interest in the primary curriculum at the moment. This study demonstrates that although there are some differences, the KS2 curriculum in England is broadly in line with other high-performing countries."

The full report and research brief are available here

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For further information please contact Gail Goodwin, NFER Media and Communications Manager, on 01753 637159 / 07801 755477 or g.goodwin@nfer.ac.uk

Notes to editors Notes to editors

The research was commissioned by the Department for Children, Schools and Families.

The countries selected for comparison were drawn from TIMSS and PISA: see http://timss.bc.edu/

The National Foundation for Educational Research (NFER) is the UK’s largest independent provider of research, assessment and information services for education, training and children’s services. Its work enables policy makers and practitioners to make better, more informed decisions, drawing on sound evidence and accurate information.

NFER’s purpose is to make a difference to learners of all ages, especially to the lives of children and young people. It does this by ensuring that its work improves the practice and increases the understanding of those who work with and for learners.

Clients include UK government departments and agencies at both national and local levels, which benefit from NFER’s full range of expert and professional services including access to international networks and data sources.