According to the National Curriculum, ACCAC has recommended a “more learner-centred and skill-focussed curriculum” to the Welsh Assembly (ACCAC, 2004, p. 31) to ensure that the learning standards applied to every student is sound and appropriate enough for them to develop a…
(Skills framework) It lays stress on guidance towards multiple intelligences, learning styles, thinking skills, assessment for learning, and approaches to marking of pupil’s work.” (ACCAC, 2004, p. 32) The obligations of an individual towards society at large are inculcated in the child during this stage. (Barnes, Jonathan M, p. 8)
Basically, the national curriculum is divided into 4 key stages based on the students’ age and educational attainment. As soon as the child reaches the age of 3 years, he or she is required to go through an early learning program.
Specifically the National Curriculum for students between the age of nine to eleven, or the Key Stage 2, is designed to allow the primary school teachers to be guided on the learning topics they need to teach the students. (ACCAC, 2002). At the end of Key Stage 2, these students are required to participate in the national test and teacher assessment in English, Math and Science. The tests must focus on the range of KS2 levels. (ACCAC, 2004, p. 34)
The emphasis now being cross-curricular approach, the teacher must critically analyze well in advance its benefits in the learning and teaching of Key Stage 2 (KS2) students. It is very important for the teacher to assess and examine the purpose behind the promotion of cross-curricular approach in strengthening the learning and teaching techniques for KS2 students because this is the year when children start getting acquainted with the three R’s. (ACCAC, 2002, p. 4) Additionally, the Curriculum highlights the need to focus on skills along with knowledge content so that the child gets maximum exposure to application of knowledge wherever possible. Learning material in both English and Welsh languages must be appropriately complemented and available to ensure language barriers do not obstruct students and teachers’ requirements. (ACCAC, 2004, p. 36)
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