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Rose Report

They are still very much at an interim stage. I do not expect them to be at a stage where they could go out to further consultation until we receive the results of the current consultation, but I would then be more than happy to share the more rounded programmes of study. Both hon. Gentlemen have the opportunity to communicate with the QCA their ideas of what those programmes of study should look like. The interim report makes it clear that high quality subject teaching must not disappear from primary schools, and a proposed design for the curriculum will promote challenging subject teaching alongside equally challenging cross-curricular studies. That is the basis from which we are starting. No one subject is isolated. Disciplines are interconnected, and it is important that young people understand how concepts are related—that point was well made by my hon. Friend the Member for Norwich, North—to make their learning more relevant and to prepare them for more advanced study or work where concepts do not fall neatly into academic topics. More opportunity to use and apply skills across the curriculum, such as in maths, science and technology, will give a new practical emphasis that will make learning more relevant and give young people the skills that employers want. As I have said before, the aim of the reforms is not so much to change what children learn as to change how they learn. That is where the focus of public debate needs to be.