A national curriculum is therefore the set of courses that a government sets to apply in all the school levels in a country. This implies the uniformity in the education sector owing to the fact that all the schools in the country offer similar courses to their students and follow similar teaching methodologies in doing so. Curriculums require effective formulation following the adequate assessment of the information needs in the learner among other factors that affect the learning process (GOLBY, GREENWALD, & WEST, 1975). After determining these, the curriculum developers determine the best concepts that every stage of the learner requires ad the best methods of teaching such concepts thereby guaranteeing effective acquisition of knowledge. 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. 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. This safeguards the technological changes in the society most of which demand different knowledge from the previous period (WILES, 2009). A national curriculum is uniformly implemented in all the schools in the country. Most countries currently have uniform curriculums in their schools. The construction of such curriculums require the consideration of the demographic factors prevalent in every part of the country most of which may affect the learning process thereby developing an effective curriculum which considers the diversities of the different regions in the country. The United Kingdom is one such country with a uniform curriculum in most of the learning institution. The application of a uniform curriculum presents a number of advantages and have the possibility of improving the quality of education in a country. However, such curriculums have a number of disadvantages most of which may impair the affectivity of the learning process. Despite the provision of a uniform curriculum especially in public schools, the government has no mandate to monitor the activities of private schools most of which formulate and implement their own curriculums. Such disparities imply that learners in the country graduate with diverse knowledge possibly resulting in the lack of uniformity in the subsequent institutions of learning. Despite the existence of such disparities, the education institutions implement a national exam at the end of every stage of the learning stage thereby compelling compliance with the national curricul
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…
Beck defines curriculum as the subjects or units that comprise a course of study in an education institution. It must include the syllabus or the topics in a given course of study or teaching, specifically for evaluation purposes.
141). As a result, teaching and learning has become embroiled in an assessment regime that is focused on measurable outcomes (Maisuria 2005). This approach to learning has come at the expense of creativity and has in the meantime rendered the national curriculum narrow in scope.
The changes that have come about as a result of these changes have largely been positive especially in the field of science, as shall be seen in the discussion that is to ensue forthwith (Great Britain Dept. for Education and Employment, 1999, 4). A Discussion Of The Changes To Assessment In Science Since The Introduction Of The National Curriculum In England Primary To Secondary Schools There are several changes that the NC has brought about in the learning of science in the UK.
Countries usually structure their National Curriculum around values and aims, subject skills and content. However, the UK National Curriculum is prescriptive. Moreover, the responsibility of the strategic management rests with the department and support and development lies with the Qualification and Curriculum Authority (QCA) (National Curriculum Council (Great Britain) 1992).
4). There were over 90 baseline assessment schemes, but the assessments did not include input from the children themselves, and when the baseline testing came under scrutiny, it was noted that other European countries were ahead of the United Kingdom in the education field.
Education became important in order to maintain social disorder and the society needed boys for future industrial service, boys needed to be educated, which was identified as ‘The Apprentice boy model of the education’. During this period there was a great deal of gender inequality, female students were always disadvantaged.
(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.
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.
As the discussion stresses a national curriculum is therefore the set of courses that a government sets to apply in all the school levels in a country. This implies the uniformity in the education sector owing to the fact that all the schools in the country offer similar courses to their students and follow similar teaching methodologies in doing so.
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