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The government should replace some traditional lessons in primary schools with new "areas of learning", according to a report published on Monday.
The report by former senior Ofsted inspector Sir Jim Rose suggests that teaching children should focus on emotional well-being.
The important government report recommends that primary school learning should focus on literary, numerical and personal development skills.
The interim report calls for a smoother transition between nursery and primary school, to ease the move from play-based to formal schooling.
It also suggests that computer literacy should be improved on in primary education. This could include increasing the use of podcasts and other interactive media as part of lessons.
Sir Jim began his review after a request from schools secretary Ed Balls to look into the primary school curriculum.
Balls explained: "Despite a decade of improvement, record results and much good practice in schools, I want to create fresh momentum in our primary schools that will ensure that all children reach their potential, whatever their background."
Under the proposals, traditional subjects like English and history would be replaced with six areas of broad understanding to incorporate the traditional subjects.
The report states that there should be a focus on cross-curricular studies, including over-arching "themes" from a broad range of subjects.
Sir Jim believes that all primary school pupils should learn a foreign language but only one or two. The language should then also be taught at secondary school where possible, to create continuous learning.
It also calls for social skills to be a compulsory part of the curriculum.
The report proposes six new areas of learning for schools to focus on: Understanding English, communication and languages; mathematical understanding; scientific and technological understanding; human, social and environmental understanding; understanding physical health and well-being; understanding the arts and design.
Sir Jim, former director of learning at Ofsted, told the BBC that his interim report would increase broader understanding through themes rather than subjects.
But traditionalists do not necessarily support the initial provisions of the report.
Nick Seaton, director of the Campaign for Real Education, told the BBC that schoolchildren should focus on more structured forms of learning.
He said: "There is only so much time in the school day and I think that primary children in particular need to learn to read and write well and do the sums and that sort of thing.
"Sir Jim seems to be moving away from important subjects in favour of more time on computers and areas of learning and by doing that, I think you lose the structure and content of the individual subjects, which seems like a backwards step."
But Sir Jim defended his findings on the BBC this morning, stating: "I just wonder whether people have really read the report.
"I would urge them to look at, at least, the executive summary which is four pages," he added.
He claimed that it was time that the curriculum became about "challenging subject teaching, alongside equally challenging cross-curricula studies".
He stated: "Given excellent examples of both these approaches observed in the classroom, high quality subject teaching must not disappear from primary schools, nor should the benefits to children of well-planned cross-curricula studies."
"The first of these areas is understanding English, communication and languages because that is a grouping that sits very closely together."
He explained that the report was intended to develop knowledge into "skills and understanding".
Sir Jim said: "Learning play in the early years isn't at odds with learning more formally, in a more structured way. You need both.
"I'm afraid that is what happens in primary education to a certain extent. Things that should be complimentary are treated as polar opposites.
"And then we have this enormous, almost sterile debate that leaves teachers wanting, in my view."
He claimed that the curriculum will change because society changes.
"It is dynamic in that sense," he claimed.
"It is not static. What we have got to make sure we do is to manage that change on behalf of children so that we get the best possible expertise to do it."
John Bangs, head of education at the National Union of Teachers, said that the transition from primary to secondary school was "vital". But he expressed concern because Sir Jim's review does not have the remit to look at testing in schools.
Sir Jim has stated in the past that testing is the "elephant in the room" for primary school curriculums.
Bangs said: "I do think that Sir Jim has to address, or the government has to look at the assessment backwash, and general curriculum overload that does still exist."
The interim report will now be put out to consultation and a final report is expected in the spring term of next year.
Stakeholder Response: e-skills UK
Karen Price, CEO of e-skills UK, the Sector Skills Council for IT & Telecoms said:
"We welcome this report and the emphasis it places on the role of technology in primary school education.
"We have seen from our annual Make IT Happen challenge that there is already a lot of excellent work with technology going on in the UK's primary schools. The effective use of IT can really enrich learning for young people. It gives them access to a vibrant and dynamic world of information and knowledge, harnesses their natural energy and enthusiasm, and provides them with an opportunity to broaden their horizons and stretch their imagination.
"Today's generation has grown up with technology and it forms an integral part of their lives. It follows that they have more advanced technology skills at an earlier stage in their lives. We also welcome the report's recommendation that the primary school curriculum should better reflect this."
Stakeholder Response: National Union of Teachers
Commenting on Sir Jim Rose's findings on summer born children in his primary review, Christine Blower, acting general secretary of the National Union of Teachers, Europe's largest teaching union said: "The issue of summer born children is as long standing as National Curriculum testing.
"It is quite obvious that summer born children lose a year in their education but the current system treats all children as if they were all born in the autumn term.
"Ed Balls' comment that teachers shouldn't mix up maturity with ability may be right but in recognising that he needs to come up with a solution far more radical than part time early entry for children; a solution which may actually reduce the amount of education such children receive in the foundation stage.
"In short he needs to abolish the current system of National Curriculum testing in primary schools which he has just retained.
"He should also understand that his welcome intention to provide a greater continuum between the foundation stage and primary curriculum is hampered by the testing system."
Stakeholder Response: Voice: the union for educational professionals
General secretary Philip Parkin said: "Voice will study the report in detail, but we welcome the proposals for a broader curriculum with a more flexible approach to learning and the emphasis on the importance of play in children's development.
"I am also pleased that the review looks at how more space could be made within the timetable – something new initiatives and bolt-on subject additions to the curriculum often fail to do.
"However, there is an element of 'what has been will be again, what has been done will be done again; there is nothing new under the sun' about the 'broad areas of learning' idea. When I was a primary school teacher, I received training in implementing a thematic approach in primary schools in the 1970s!
"A move away from the current, sometimes prescriptive, subject-based teaching could offer much more flexible and engaging ways of teaching and learning, but today's teachers will need considerable retraining to move to this method.
"For recent generations of teachers who have been trained to deliver discrete curriculum subjects, this would be significant departure from their usual practice and the Government would need to invest considerably in training, time and resources to ensure the success of such a major overhaul of the system.
"Teachers would also need to implement rigorous planning regimes to ensure that all areas of the curriculum were covered.
"In reality, a move away from a prescriptive curriculum could be a challenge while schools have to remain focused on Key Stage 2 SATs and the accompanying league tables.
"Schools are having to take on more and more responsibility for children's well-being and this is emphasised in the review, but we must recognise that good practice in this area is already undertaken in many schools.
"Allowing a part-time start to school for younger pupils could be a useful innovation provided that an appropriate play-based, experiential curriculum is in place to meet their needs. We do have considerable concerns about children beginning a formal academic education at too early an age in order to satisfy the demands of an inappropriate testing regime. Children are individuals and vary greatly in their academic development and readiness for formal learning."
Stakeholder Response: Design & Technology Association
Sir Jim Rose's interim report on how the curriculum in England's primary schools should change is published today. The Design and Technology Association says his recommendations will not adequately prepare children for the future.
In the midst of an economic crisis where 90,000 manufacturing jobs are predicted to be lost next year, the Design and Technology Association is dismayed that Sir Jim has not taken the opportunity to carve out a dedicated space in the curriculum where children can learn to take the initiative and gain the practical know-how to shape the world of the future.
Sir James Dyson, a strong supporter of design and technology in primary schools, said: "Marginalising D&T in the primary curriculum would be another retrograde step at a time when Britain desperately needs to ensure a talented new generation of design engineers coming into the field so that we can truly be an Innovation Nation".
Gareth Pimley, Assistant Chief Executive at the Design and Technology Association, said: "Sir Jim's thinking about primary education is out of touch with what children really need to learn in order to cope with an unpredictable, increasingly technological world. What he is suggesting basically re-packages what primary schools are already required to do. It doesn't focus sufficiently on crucial life skills such as being inventive, resourceful and practical, that children need for their everyday and working lives".
"What takes us out of a recession and keeps us out? New ideas and products. From an early age, children need to develop a 'Dragons' Den' mentality – the self-confidence and flair to come up with their own ideas for things they want to design and make. As well as sparking the next generation of entrepreneurs, this also provides children with the practical skills needed when times get tough."
Recent research suggests that many families are taking the initiative and adopting a make-do-and-mend attitude to weather the economic downturn. Nearly two-thirds (65 per cent) of those celebrating Christmas are planning to be more resourceful this festive season to make their money go further with just over two-fifths (41 per cent) intending to make presents and cards. In further evidence of this willingness to make ends meet, sewing machine sales are at their highest level for years, with home needle workers designing and making their own clothing. Sales of Argos's cheapest sewing machine, costing £69.99, were up 500 per cent in 2006-07.
Richard Green, chief executive of the Design and Technology Association, said: "We know from research that primary-aged children really enjoy and value practical designing and making activities. Until October this year, the Qualifications and Curriculum Authority working with Sir Jim, were minded to have a dedicated area in the primary school curriculum for these activities to take place. This area has inexplicably gone from Sir Jim's latest recommendations. I urge him to restore this for all our children’s futures/"
Stakeholder Response: ATL
Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), said: "A review of the primary curriculum has been long overdue.
"We support Jim Rose's plans for a slimmed down national curriculum which focuses on skills rather than facts for their own sake, understanding rather than rote learning, and cross-curricular topics rather than separate subjects, as a way to transform teaching and learning in our primary schools. But to bring about this transformation, as Rose points out, the government must deal with the elephant in the room – a testing system which narrows the curriculum.
"Teachers have waited a long time to be allowed to use their professional skills and expertise to really engage all children in learning. The areas of learning outlined in the report will enable teachers to inspire their pupils to become active, engaged, lifelong learners, and to shape a curriculum which is relevant to the local area and school.
"We strongly support Jim Rose's plea to regard the primary curriculum as part of continuous teaching and learning from early years to secondary. We think moving to subject based teaching at the end of key stage two will enable pupils to make a smooth and confident transfer to secondary school.
"Many schools have already tried to make similar changes. These changes will involve extra work for many teachers, but they are likely to do this happily because they want these changes, in marked contrast to many imposed tasks which do nothing to improve children's learning."
Dods Parliamentary Communications Ltd
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