And the UK is no different. Thus, it is only fair that the builders of the future societies of any nation are well looked after, especially in the area of primary education not only by the parents, but also by the schoolteachers, principals, and other related authorities. In the context of National Curriculum, Primary National Strategy and Curriculum Guidance for the Foundation Stage, the scope of this essay is to ponder upon, and make an attempt to answer the following questions: It now becomes fairly apparent that things concerning educational matters are not to be trivialized and deserve serious attention by the concerned people. It is for this reason that the education building mechanism in places of learning is selected and processed very methodically and scientifically. The National Curriculum was introduced into England, Wales and Northern Island and as a national curriculum for primary and secondary state schools after the Education Reform Act 1988, which makes sure that the state schools of all Local Education Authorities are following a common curriculum. The subjects that are compulsorily taught are divided into two key stages, key stage 1(age 5-7) and key stage 2 (age 7-11). All students at Key Stage 1 and Key Stage 2 are required to study (Wikipedia, 2006): Mathematics Science History Geography Art and Design Music Design Technology Physical Education Sex education, in some schools. Personal, Social and Health Education (PSHE). ICT The Primary National Strategy The Secretary of State launched Excellence and Enjoyment - A Strategy for Primary Schools on May 20th, 2003. It declares the vision for the future of primary education and would be useful for a sector where high standards are obtained through an exciting curriculum, which develops children in a range of ways. Important points in the vision included the need to make curriculum innovative by the primary schools, encouraging schools to network together and learning to share and develop good practice, the Government acting as a catalyst by empowering teaching leadership and providing opportunities for children to have a whole range of learning experiences ( The Standards Site- Primary, n.d.) . The Subjective and the Integrated - based Curriculum Subject-based Curriculum, as indicated by the name itself, assumes that there is supposed to be one expert teacher or 'specialist' for one subject. The particular expert in that area handles all the issues with regards to that subject. For example, a physics teacher would typically handle and be responsible for all questions regarding physics only, and would not deviate from the main subject at all. The teacher would not look into other subjects like math, chemistry, etc nor would approach or consult teachers of other subjects. This approach thus, assumes that teachers of a particular subject are to handle their specialized subjects alone, and are not supposed to know and teach about other subjects.