A new category of entitlement curriculum areas has been created and will come into effect in September 2004. These entitlement areas comprise the arts, design and technology (D&T), the humanities and modern foreign languages (MFL).  Schools will be no longer required to teach D&T and MFL to all their students, but must make courses in these areas available to all students who wish to study them. This entitlement is extended to the arts and the humanities.

The revised key stage 4 curriculum is designed to give sufficient flexibility to meet the needs of all students. Disapplication arrangements for D&T and MFL cease in 2004 for students entering year 10 but continue for students entering year 11.

In order to implement these requirements in ways that are fair to students and manageable for schools, QCA has prepared guidance and case studies. Local education authorities, governing bodies and headteachers must have regard to the guidance when implementing the entitlement requirements.

The guidance falls into three sections:

• whole school curriculum models supporting entitlement requirements
• entitlement courses
• approved qualifications meeting entitlement requirements.

• As a statutory requirement, schools are required to provide access to a minimum of one course in each of the following areas: the arts, D&T, the humanities and MFL.
• A course will be taken to mean a planned learning programme with learning objectives. It does not imply a fixed size or duration. Different courses will offer very different learning experiences.
• A course that meets the entitlement must give students the opportunity to obtain an approved qualification. This requirement emphasises the significance and substance of the entitlement areas at key stage 4.
• Approved qualifications are external qualifications that have been approved by the Secretary of State. There are approved qualifications for students at key stage 4 at a range of levels. These are listed in Section 96 of the Learning and Skills Act 2000, published by the Department for Education and Skills. The Section 96 courses that specifically fulfil the entitlement requirements are listed as part of this guidance.
• Schools must provide the opportunity for students to take a course in all four areas should they wish to do so.

The entitlement areas have been created to help schools meet individual students’ needs, rather than to give students the right to study particular subjects. Schools and their governors are responsible for determining the curriculum offer to meet students’ needs.

What are schools expected to do?

In order to achieve a broad and balanced curriculum for all students it is expected that:

• courses will meet students’ individual learning potential and needs
• students will have important choices to make and will require substantial guidance
• courses should provide progression from key stage 3 and to further study
• schools will ensure that all students genuinely have access to the entitlement areas
• schools will go beyond the minimum requirement and offer a range of courses. It is expected that most schools will offer at least two courses in each entitlement area. All schools should aspire to offer as wide a choice as possible, either by themselves or in collaboration with others.

What can schools do?

To achieve choice for students without unduly adding to the burdens on school management:

• schools can make any of the entitlement areas compulsory for their students
• schools can manage the access to entitlement areas in different ways.  A course can be provided through, for example, e-learning or collaboration with other institutions. This will enable a wider range of choice in each area.

Case studies including entitlement

QCA is developing a range of case studies that show how schools in differing circumstances organise their curriculum to best meet the individual needs and strengths of their students.

All the case studies include curriculum models and their rationale. Users are able to locate those case studies that focus on entitlement. The case studies represent the range of models found in schools at a time of significant development. They provide a snapshot of work in progress.

The key stage 4 curriculum models provided as case studies for entitlement are based on schools’ 2003/5 models. These reflect the current regulations and, where possible, schools’ plans for how their key stage 4 curriculum will evolve to accommodate the new arrangements in September 2004. They will be updated as schools develop their new key stage 4 curricula.

The case studies show how:

• the new entitlement arrangements will give schools greater flexibility in curriculum planning

• key stage 4 curriculum models can fulfil the entitlement requirements in different ways

• schools can use the increased flexibility at key stage 4 to enhance provision for all students

• schools can make any of the entitlement areas compulsory for their students if they wish to do so.

• the entitlement requirements enable schools to offer courses that meet the needs and strengths of individual students

• smaller schools and special schools might face particular issues and how they can address these students can be given a genuine choice of courses in the entitlement areas

• collaboration can help schools offer students a wider range of courses.

Also see
> Approved qualifications meeting entitlement requirements

Case Studies 
> Developing a key stage 4 curriculum
> Entitlement courses at key stage 4

Other web links
> DfES Section 96