This essay discusses inequality within the education system during the past and how it has affected the students and pupils. Then explores the inequality in the National Curriculum and discuss the changes that have taken place to make the differences there are in the system today…
Key stage tests have been brought about by the British national curriculum whereby pupils are usually assessed at various stages throughout their education. This National Curriculum was introduced in England, Wales and Northern Ireland to be used national wide by primary and secondary state school following an Education Reform Act 1988. The main aim of the National Curriculum was to ensure that all pupils cover certain basic materials and later on entire teaching time was covered as the curriculum grew in majority of state schools. There have been debates amongst educators about gender-related issues throughout the 20th century. This refers to the cultural classification of people as ‘masculine’ or ‘feminine’. Societies set down cultural expectations for males and females and people are encouraged to think, feel and act in manner ‘appropriate’ to their sex. It is argued that although boys get much more attention from teachers, “it is not simply because they are boys, it is partly because of the way both boys and girls behave and this behaviour is shaped by the wider society,”. The most determined action taken within the school cannot effectively counter the influence of peer groups, magazines, television and family. Even if teachers get rid of their sexist attitudes everything would not necessarily be fair and both boys and girls would be treated equally, but classroom action is a two-way process, it is not simply teacher led. French argued that pupils bring in their own behavior patterns to the classroom.... Key stage 1 This stage includes children between the ages of 5-7 years. The key stage is the legal term for the two years of schooling in England and Wales known as year 1 and 2. The students in this stage follow 12 areas of education programme. In year 2 at the age of 7 years, the pupils are assessed with a test known as SAT's that covers English, Science and Mathematics. The subjects this stage is supposed to cover include: English Mathematics Science Information and Communication Technology Design Technology History Geography Modern Foreign Language Art and Design Music Physical Education Religious Education (Education Act. 2002, 2002) Key stage 2 This stage includes children between the ages of 7-11 years. The key stage is the legal term for the four years of schooling in England and Wales known as Year 3, Year 4, Year 5 and Year 6. In this stage, covers pupils during junior schools although in some cases part of this stage fall in a middle while the other part falls through primary school. In this stage, the pupils follow the same areas programme of education just like of key stage 1. In Year 6 at the age of 11 years, the pupils are tested as part of the national programme of national curriculum tests known as SAT's. These tests covers English, Mathematics and Science and the tests are externally marked and the results published in DFES performance table. (Education Act. 2002, 2002) Key stage 3 This includes children between the ages 11-14 years. The key stage is the legal term for the three years of schooling in England and Wales known as Year 7, Year 8 and Year 9. The stage covers pupils during the first three years of secondary education although in some ...
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However, the implementation of these National Education policies have to contend with the inequality issues prevalent within the social context of teaching and learning some of which are associated with an individual’s race/ethnic, social status and gender.
Education is about cultivation of the mind, training of the memory, learning to discipline the thought process and showing the intellectual will to master something new (Barlett, 2003). It is also about the ability to express that which is learned in speech and language, in writing, in mathematics and technology (Moore, 2004).
Public policies are normative and express both the end and means designed to steer the action and behavior of people. Policy refers to things that can be achieved in principle, to matters over which authority can be exercised (Rizvi & Lingard 2010, p.4). Public policies such as the education policy of any country and by any government must emphasize the purpose and the goal of education.
A Critical Analysis of Adamsrill Primary School Single Equality policy. Outline of Adamsrill Primary School Single Equality Policy In this paper, I critique the application of Single Equality policy at Adamsrill Primary School. British schools are required to demonstrate commitment to the single equality policy which they tailor to meet their needs of working towards the goal of positively combating inequality.
The obligation set out by UN stakeholder agencies for member states to respect, protect and fulfill this fundamental right saw it embedment within the UK’s race equality legislation (“Commission for Racial Equality (CRE), 1976”, 2000). Almost everybody goes to school and it in these institutions where students study to attain qualifications that will enable them to seek further or higher education and enter the labor market.
It is therefore hardly surprising that issues such as the condition of service of teachers, teacher supply and demand, attrition and retention, etc. have in the past few years become areas of concern and intervention by the state in UK and many European countries.
Some questions that will be considered are whether there are indeed innate differences in raw potential between the genders, whether differences are culturally/socially constructed and whether (and if) differences should be alleviated
This analysis will be conducted with reference to various subjects as illustrated below. (Vignoles and Machin, 2004)
Purposes of education differ from individual to individual. Consequently, one can divide these schools of thought into six distinct categories as seen in the late eighties.
here is not a need to conform or assimilate to a national culture; instead, members of society, and culture itself, can be improved and maximized in the event that individuals retain their unique nuances and seek to appreciate the unique differences and cultural approaches of
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