Outline of the UK National Curriculum - Essay Example

? UK NATIONAL CURRICULUM Introduction A National Curriculum outlines theknowledge body, understanding and skills that society wishes to pass to the young people and its children. 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). For the essay to critically analyze the National Curriculum, it will try to elaborate why the curriculum was deemed necessary, examine the different negative and positive consequences related with the curriculum implementation since 1988. Outline of the UK National Curriculum According to National Curriculum Council (1991), the National Curriculum was adopted with the main purpose to standardize the content that is taught in State Schools. This was meant to enable assessment which consequently will enable the league table compilation. The league table details the statistics of assessment for each school. Moreover, league tables combined with the provision for a choice to parents in assigning schools for their children were created with the main intention for free market encouragement. This allowed parents to choose schools for their children based on the ability to teach the National Curriculum (National Curriculum Council (Great Britain) 1989). The UK National Curriculum was structured in key stages and based on subjects. This covered the core subjects such as mathematics, English and science and the foundation subjects such as Geography, Art, Music, History, Technology and Physical Education. Moreover, the subjects were being studied from 5 to 16 years of age (Great Britain 1997). It was mandatory for each school to teach Religious Studies and other areas such as health, personal and social education. When and why the curriculum developed The department of science and education issued a consultation document that outlines the national curriculum. After consultation, the parliament passed the education reform act of 1988 which established the National Curriculum framework. The implementation of the curriculum commenced in 1989 and continued till mid 1990s (Walker & Soltis 2004). Great Britain (1999) points out that the first phase of the four key stages testing was finished in 1991. In addition, the school inspection responsibility was transferred from the inspectors of her majesty and the inspection teams of the local authority in 1993 to inspection of independent teams. The new work was to be coordinated by the new depart of state. According to Wales (2001), the documentation of the National Curriculum outlines the two main aims for the development of the National Curriculum. The first aim was that the school curriculum should strive to give all pupils opportunities to learn and excel (Great Britain 1997). National Curriculum Council (Great Britain) elaborates the aim that the schools are entitled to develop commitment to, enjoyment and learning as a mode of stimulating and encouraging the best progress possible and the best pupil’s attainment. Moreover, the curriculum should build interests, strengths and experience of the pupils and develop to their capacity their confidence to enable the pupils learn and independently work in collaboration. The curriculum is also intended to equip the pupils with learning skills which are essential such as numeracy, literacy and information and communication technology and lastly to promote an inquisitive mind and capacity to rationally think (Duckett, Sixsmith & Kagan 2008). National Curriculum Council (Great Britain) (1991) points out that the school curriculum should help the pupil’s development of sense of identity through understanding and knowledge of the spiritual, social, moral and cultural heritages of the diverse society of Britain in addition to national, local, European, global and commonwealth dimensions of their lives. Furthermore, the curriculum should encourage the pupils to appreciate the aspirations and achievements of human in scientific, aesthetic, social and technological fields and prompt individual’s response to a range of ideas and experiences (National Curriculum Council 1991). In satisfying the first aim of the National Curriculum, Great Britain, (1991) adds that it should provide varied and rich contexts for pupils in acquisition, development and application of wide range of knowledge, skills and understanding. Moreover, the curriculum should enable the learners to think critically and creatively in problem solving and be change makers. The curriculum was also intended to provide the pupils with the chance to be innovative, creative, enterprising and capable of being leaders for the future. Lastly, the curriculum was aimed at physical skills development and encourages the pupils to know the importance of healthy lifestyles and keeping themselves and others safe (National Curriculum Council (Great Britain) 1992). The second aim of the National Curriculum as explained by National Curriculum Council, (1991) is that the school curriculum should aim to promote the moral, spiritual, cultural and social development of the pupils and prepare them for responsibilities, opportunities and life experiences. Moreover, the curriculum should develop the pupil’s knowledge, appreciation and understanding of their cultures and beliefs and how they influence the society. This way, it will pass long lasting values, make the pupils develop autonomy and integrity and make them responsible citizens (National Curriculum Council (Great Britain) 1989). Additionally, Great Britain (1997) explains that the curriculum should enable the pupils challenge stereotyping, discrimination and promote equal opportunities for all. Awareness and having respect for the environment should also be developed. Similarly, the curriculum had intentions for pupils self esteem promotion and emotional wellbeing. This will develop ability to relate with others everywhere. Which Act implemented National Curriculum and who was in government? According to Walker & Soltis (2004), the UK National Curriculum was introduced as a nationwide curriculum covering the primary and the secondary state schools after the Education Reform Act of 1988. However, the curriculum does not apply to the independent schools because they are allowed by law to design their own curriculum. The National Curriculum ensures that all state schools have a common curriculum. It is a requirement by the education reform act of 1988 that all students be taught religious education which is a basic curriculum and the National Curriculum (Great Britain 1999). The National Curriculum was introduced by the conservative government and it was part of the reform act in 1988. The major characteristic of the act was the ten subject introduction into the curriculum for the pupils and was to be assessed at the key stages (Wales 2001) Analysis of the social context The School Examination and Assessment Council and the National Curriculum council were charged with the responsibility of overseeing the core and the foundational subjects. Moreover, the Secretary of the State was given the powers to ultimately decide on the content of the actual curriculum content (Great Britain1 1997). However, as National Curriculum Council (Great Britain) (1991) argued, political interference which was extensive in the National Curriculum development created bitter disputes and conflicts. Consequently, Sir Ron Dearing, the chairperson of the School and Curriculum Assessment Authority (SCAA) did a review in 1993 which saw changes being brought up (Duckett, Sixsmith & Kagan 2008). Additionally, clear set of goals were set for the first time on the revised curriculum in 2000 by the labor government. National Curriculum Council (Great Britain), (1991) points out that the core subjects (Science, English and Mathematics) remained, other subjects were added. They include Information and Communication Technology, Design and Technology, Geography, History, Foreign Languages, Music, Art and Design, Citizenship, Physical Education and Religious Studies. Analysis of the assessment methodologies The UK National Curriculum elaborates that the assessment should be carried in three ages, the seven, eleven and fourteen. The results from the tests are analyzed from the position of the school in league table compiled. According to National Curriculum Council (1991), the assessment entails educational assessment series known Standard Assessment Tests (SATs) which assess the children attainment attendance of UK maintained schools. The SATs comprises of test based and teacher led assessment depending on the pupil’s age. Teacher assessments are administered by class teachers in schools and they make up the final assessments that are done at the key stages end. On the other hand, Great Britain (1991) further states that the National Curriculum Tests is done through testing. The 7 year old were introduced to the tests in 1991 July and the 11 year olds in 1995 July. Similarly, introduction of the tests to the 14 year olds was done in 1998 July but was later scrapped in 2009 July. Furthermore, the completion of the assssments is done at the end of every key stage and the record attained numbered from 1 to 8 (National Curriculum Council (Great Britain) (1992). Advantages and disadvantages of the assessment methods One of the advantages of the assessment method of the National Curriculum is that the teachers, parents, pupils and the wider community shared a clear understanding of the knowledge and skills (National Curriculum Council 1991). Walker & Soltis (2004) criticizes the National Curriculum in that they constantly place the children in a lot of stress in their academic lives and that the main purpose of the testing in the curriculum is for the league tables. Moreover, the National Curriculum Council (Great Britain) (1989) adds that there is a great concern that teachers were underused professionally thereby undermining their professional abilities. Moreover, the nature of the tests in the curriculum has created a scenario where teaching is done for testing only. This has narrowed the curriculum thereby misappropriating the resources. One of the disadvantages as explained by Great Britain (1997) is that since its implementation, it has generated many problems to the teachers in terms of workload and pressure in teaching. The curriculum demoralized the spirits of the teachers in teaching freely. Another disadvantage is that the education authority has a centralized control on the educational subjects, content of the syllabus and limits the teachers in application of experience and rich insights in techniques of teaching and assessment (Walker & Soltis 2004). The assessment of the curriculum apart from having the structural strength, it is Eurocentric in their contents of the subjects and their belief in creation of national identity harms the globalization process significantly. Implication to learners Positively, the National Curriculum succeeded to certain limit in elimination of gender specific choices of compulsory subjects. For instance, before, boys tended to choose science oriented courses while ladies were aligned towards languages. However, after the implementation of the National Curriculum, it was compulsory to do science subjects (Great Britain 1999). New labor also introduced the subject of citizenship which enabled students to socialize with different values and norms in a liberally democratic nation. Wales (2001) observes that the subject had three important components which were community involvement moral and social responsibilities and political literacy. Although the new curriculum was widely accepted, it added more subjects while allocated very little time for the introduced subjects. The timetable had also compulsory subjects. As a result, the pupils had few options especially when it came to GCSE (Great Britain 1997). Additionally, there existed inconsistencies among the values in the National Curriculum. For instance, social studies was absent in the foundation subjects. Social studies are best suited for the pupils to socialize with common values and norms so as to prepare themselves to be good citizens. As much as history was included, Duckett Sixsmith & Kagan (2008) is of the opinion that apart from the module of the Second World War course in one term, students left school without any knowledge of the 20th century. Moreover, the curriculum was structurally weak because of its rigid subjects and unnecessary statutory demands which are detailed. There is a great concern that the effects of the league table have a detrimental effect on the pupils. Another negative implication of the National Curriculum on the students especially the league tables is that it has led to pressurization of the pupils to attain high grades and therefore majority opts for easier subjects such as drama, art, history to get good marks. The consequence is that difficult subjects such as physics, chemistry and mathematics are being dropped (Walker & Soltis 2004). References Duckett, P., Sixsmith, J., & Kagan, C 2008, Researching Pupil Well-Being in UK Secondary Schools. Childhood. 15, 89-106. Great Britain 1991, National Curriculum and special needs: preparations to implement the National Curriculum for pupils with statements in special and ordinary schools, 1989-90. London, H.M.S.O. Great Britain 1997, Results of the 1997 National Curriculum assessments of 14 year olds in England. Great Britain 1997, Results of the 1997 National Curriculum assessments of 11 year olds in England: a summary for heads and governors. Great Britain 1999, National Curriculum assessments of 7, 11 and 14 year olds in England 1998. National Curriculum Council (Great Britain) 1989, Introducing the National Curriculum Council. The Council. National Curriculum Council (Great Britain) 1991, Education for economic and industrial understanding. National Curriculum Council (Great Britain) 1991, The whole curriculum. National Curriculum Council (Great Britain) 1992, Starting out with the National Curriculum: an introduction to the National Curriculum and religious education, National Curriculum Council. National Curriculum Council 1991, History and geography at Key Stage 4; science at Key Stage 4; whole classes of pupils taking examinations for GCSE or equivalent qualifications in National Curriculum in subjects early: a report to the Secretary of State for Education and Science on the statutory consultations for proposals made under section 27 of the Education Reform Act 1988. York, National Curriculum Council. National Curriculum Council 1991, Implementing national curriculum history: key stages 1 to 3. Teachers' notes, York, National Curriculum Council. Wales 2001, National Curriculum assessment results in Wales: Key Stage 1: 2001 = Canlyniadau asesiadau'r cwricwlwm cenedlaethol yng Nghymru : cyfnod allweddol 1 : 2001. Walker, D. F., & Soltis, J. F 2004, Curriculum and aims. New York, Teachers College Press. Read More