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). ...Show more
UK NATIONAL CURRICULUM University name Introduction A National Curriculum outlines the knowledge body, understanding and skills that society wishes to pass to the young people and its children…
On the one hand, there is a clear differentiation between the National Curriculum and the general school curriculum. The former is focused on development of key subjects. The National Curriculum is on the way of its development and it is often claimed that it is appropriate for it to cover more subjects; to draw more conclusions and cover more school time than it does now.
Consequently the policies as well as the curriculum used in early year’s education in any of the countries in are often different from the ones used in other parts of the United Kingdom. For example, the English system of education basically focuses on the quality of education while the Scottish system has more emphasis towards the breadth of education.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
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.
The introduction will also give a background on the outline of the paper and what it aims to achieve. The paper will examine the goals of the national curriculum and situate it within the philosophy of education. As such, it will justify the need to examine curriculum against the theoretical background of education.
I will discuss about inequality within the education system during the past and how it has affected the students and pupils. I will then explore the inequality in the National Curriculum and discuss the changes that have taken place to make the differences there are in the system today.
Teachers need to plan their curriculum such that students are equipped with the proper skills.
As much as it sounds like an oft-repeated clich, the fact remains that there would be hardly any society in any part of the world that would blatantly deny the importance and significance held by education, especially the education of little children.
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.
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.
21 pages (5250 words)Essay
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