From this study it is clear that a curriculum should not burden the leaners by ensuring that the developers constitute the most appropriate concepts for every stage of the learning process thereby guaranteeing optimum learning. This requires the consideration of such pertinent features of the learner as their age and the knowledge gap. Additionally, an effective curriculum introduces concepts progressively thereby ensuring that the learner understands each concept at the most appropriate age. Besides the development of the concepts for the learner, curriculums manage the teachers. According to the paper a curriculum must consider and set feature requirements for the teacher thereby ensuring that only the most effective teachers impart the knowledge in the learners. A curriculum therefore advises the teachers on the best earning aids for every learning stage and the mode of teaching to ensure a productive system. Additionally, curriculums should always reflect the state of the society within which it is applied in a number of ways, the knowledge in the curriculum must have direct relevance with the environment within which it is used. This implies that the curriculum must envision the knowledge growth through time. An effective curriculum therefore has a period lapse within which it is reviewed. In the United Kingdom, the period is four years a time within which the developers remove certain aspects of the curriculum and replacing them with new concepts.
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This essay highlights that a school curriculum is a set of courses and their content offered in a school. A course curriculum incorporates the modes of teaching and the subsequent evaluation strategies. Curriculums guide the teachers in delivering their services. …
The following report discusses the Literacy and Numeracy frameworks and how they influence classroom practice and management.The Elliot School Park case study defines the national curriculum as one which, “sets out what pupils should study, what they should be taught and the standards that they should achieve”.
National curriculum in schools in England.
A school curriculum is a set of courses and their content offered in a school. A course curriculum incorporates the modes of teaching and the subsequent evaluation strategies. Curriculums guide the teachers in delivering their services.
However, it is apparent when these things involve limits or infinite sets where, definitely, no straight experience can be existent with the inestimable itself. Mathematics, by nature is in cooperation an untainted and abstract escapade of the psyche and a practically implemented science.
In addition to an ambitious set of five 'overarching questions' concerned essentially with the characterisation of teaching and learning processes and their outcomes, to which bidders in the initial competition responded, a number of further objectives emerged in the course of the establishment of the initiative; these are listed in a research study by the Initiative Coordinator (Hughes, 1991).
The vast majority of students are Catholic who lives in Leeds and Barnsley. The school obtained a Specialist status in Humanities in 2005. (Ofsted, 2007)
The National Math curriculum covers the study of algebra, shape and space, and probability. The main aim of this curriculum is to develop learners who are numerate, creative and enquiring and able to solve problems.
(ACCAC 2002, p. 2) The National Curriculum places strong emphasis not only on in-school learning, but also beyond the borders of the alma mater. (Charles Clarke, p. 5) The aim is to prepare the child for opportunities, responsibilities and experiences in adulthood.
The topic encompass, critical thinking with a futuristic and wide thoughtful perspective, development of curriculum which can prepare the schools right from the beginning and provide a vision to march ahead to meet the goals and set objectives, planning activities that enhance decision making skills with rapid and accurate decision, assessment of education, its history and changes that are required to set the new trends.
Assessment procedures need also to be both challenging and obtainable as they facilitate a student's sense of self, and a sense of confidence in their learning abilities. Formative assessment requires the teacher to feed back to the students' information that provides the students with opportunities to improve on their learning, or that encourages the students to reflect on their own learning (Black & Williams, 1998).
Science is a very important subject in day to day life hence it should be encouraged to be taught to all pupils in primary school. When the National Curriculum was introduced in the UK following the recommendation of Education Reform Act 1988, science became a compulsory subject.
According to the paper the limitations of current National Curriculum provision, from a 'quality' perspective which incorporates public recognition of cultural and linguistic diversity, entitlement to language maintenance/development/certification and a multilingual dimension to KAL for all pupils, should be obvious. The present National Curriculum provision is far from offering 'quality', in terms of any additive definition of 'equal opportunity', to our bilingual pupils.
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