Posted at 10.02.2018
Keywords: national curriculum values, countrywide curriculum objectives
'The touchstone of a great curriculum is the fact it instils in children a love of learning because of its own sake'
Independent Overview of the Primary Curriculum, Sir Jim Rose (2009)
The National Curriculum (NC) was unveiled into the UK by the Conventional government as an 'designed construction for learning' (National Curriculum Key handbook, 2010, p8) through the training Reform Act of 1988. A statutory nationwide curriculum for all state and looked after primary and secondary academic institutions and organises institutions into four Key Levels (KS) and deciding on all children and teenagers between the ages of 5 and 16, it views itself as laying in the centre of 'policies to raise standards'.
The NC's aim is to ensure these colleges follow a common curriculum which specifies the themes taught for children throughout their college career (the key subjects being Books, Numeracy and Technology) and standardise this content taught at schools across the UK, with the exception of Academies, that are publicly-funded and also have a significant degree of autonomy. Independent Academic institutions may place their own Curriculum. The curriculum also models out the knowledge, skills and understanding required in each subject matter and pieces standard or attainment focuses on for each subject matter, enabling professors to arrange for specific children's learning needs.
In the next I will explore the ideals and ideas which underpin the National Curriculum and the opportunities it offers, attracting on other relevant documentation, for example, THE BUILDING BLOCKS Level Curriculum, Every Child Matters, The Rose Survey, The Cambridge Report and the recent Administration White Paper 'The Importance of Learning', whilst offering how they'll impact on my own teaching and my personal views with their success in interacting with their aims.
'Education influences and shows the worth of culture' (THE PRINCIPAL National Curriculum, 1999, p10).
There are four main purposes and two main aims lay out in the National Curriculum:-
1. To determine an entitlement for every child to build up and apply the skills and understanding essential to ensure self-fulfilment through drive and proposal. 'Educators should try to give every pupil the opportunity to experience success in learning and achieve as high a standard as possible' (The National Curriculum Principal Handbook, 2010, p9). Whilst educators are bound by the necessary curriculum, the teaching of knowledge, through inclusion, skills and understanding must be trained in a flexible way which suits a person's needs, attracting on a child's past knowledge and with an obvious plan for the road forward to acquire maximum pupil improvement.
If a child falls significantly behind, a professor could use the curriculum's programs of understanding how to differentiate to a greater level and plan matching to ability.
For high achievers, suitably challenging work are available again within the curriculum's programs of work and differentiation fulfilled through planning for a greater breadth and comprehensive study of the topic.
To create publicly accessible countrywide expectations of children's academic performances permitting a platform for targets and improvement, in addition to a regulated diagnosis of achievement by means of Assessment through Standard Diagnosis Tests (SATs), introduced in to the UK in 1991, and primarily taken at the end of Years 2, 6 and 9. Arguably never a popular addition to the school calendar, 12 months 9 SATs were subsequently abolished in 2008 and changed by continual learner examination through Assessing Pupil Progress (APP). The SATs results lead to a compilation of printed league tables, presenting father or mother and carers not only newfound access to achievement statistics for every single school and measuring the power of individual classes to successfully educate the National Curriculum, but also a free of charge choice in the institution they wish their children to wait.
To promote continuity and coherence of educated subject matter to be able to allow ease of transition between key periods and establishments, while providing the support for lifelong learning.
4. To market open public understanding, allowing the general public to understand and become assured of the successes and worthiness of compulsory education, to instill assurance in the general public and promote an understanding of the accomplishments and principles of compulsory education.
Aim 1: The institution curriculum should try to provide opportunities for many pupils to learn and also to achieve. .
The implementation of identical opportunities and addition for those pupils to attain including pupils with special educational needs, pupils with British as a second terminology, pupils from all cultural and sociable backgrounds, pupils from different cultural groups including tourists, refugees, and asylum seekers, children saw the obstacles of discrimination and stereo-typing challenged and dispelled. Children and teenagers are enabled to achieve at all levels of their personal and professional lives, creating a good and healthy world and a effective economy with lasting employment.
'When planning, educators should set high expectations and offer opportunities for all those pupils to accomplish '(The National Curriculum Key Handbook, 2010, p9).
Teacher's have to be aware that the diverse mixture of children in their care and attention should all have access to the same opportunities to attain and their learning will be influenced by their inherent different experience, interests and strengths. Through the integrated platform of statutory topics, the Country wide Curriculum's goal is to 'provide a breadth and balance as well as obtaining the basics of literacy, numeracy and ICT' (The National Curriculum Major Handbook, 2010, p8) and through thorough planning allowing versatility to adapt to specific child's learning styles and needs and overcoming potential obstacles to learning and analysis for individuals and groups of pupils.
The campaign and implementation of an intensive and high standard of literacy, numeracy and information and communication technology curriculum, necessary to effective education, will allow children and teenagers to ultimately access a more fulfilled future and have more choice in its path. Aim 2: The institution curriculum should try to promote pupils' spiritual, moral, interpersonal and ethnical development and put together all pupils for the opportunities, tasks and experience of life.
Every Child Issues (?) acknowledges the hyperlink between pupil well-being and effective pupil performance and sketching on the results, Making a positive contribution', a non-statutory PHSE program made to develop the public and psychological skills of all pupils through complementing, consolidating and strengthening good practice in the school was soon rolled out nationally to handle this challenging role. Along with the introduction of Community and Emotional Areas of Learning (SEAL) (key) and Citizen(secondary) programs, by using a whole-school approach, the tools to help children strengthen links between psychological wellbeing and effective learning now has a company place atlanta divorce attorneys day college life. Children and young people receive the confidence to control risk, adversity and change and prompted to take up opportunities. An effective school should donate to the pupil's sense of identity through expanding their knowledge and knowledge of themselves and their wider environment, celebrating the success and aspirations of what they see around them, whilst adding to widening their prospect and raise their own dreams about further education and work opportunities. Schools today continue to celebrate social and religious variety and along with the implementation of PHSE, provide a broad range of themes and experiences, enabling children and young people to obtain valuable knowledge and skills which will allow them to think artistically and critically, draw out their ability to be ground breaking leaders and learn how to lead safe and healthy lives. These skills will in turn permit the children to develop into responsible men and women as parents they will instil these worth in their own children which in turn will benefit population all together.
Enable children and young people to; value themselves, their family, their close and wider interactions, the diverse selection of people, ethnicities and heritages in today's British Society and environment in which they live. Through nurturing a child as a respected person, promoting self-esteem, self worth and psychological well-being, the school curriculum should allow them to form worthwhile and meaningful romantic relationships whilst learning the fundamental difference between right and wrong. An appreciation, engagement and esteem for others will point them into becoming responsible partners, parents and residents with a constructive, dependable and appreciated role to experience in contemporary society, whilst preparation for even more education, training and occupation, will ensure they become 'successful learners, self-assured individuals and sensible residents' (The Country wide Curriculum Major Handbook, 2010, p5).
Children and teenagers are expected to commit to the virtues of truth, justice, honesty, trust and a feeling of work whilst them to handle the pressures of a rapidly changing and technically challenging global environment, and in particular communications technology, providing them with the tools to achieve success as individuals, parents and workers.
'Education only flourishes if it successfully adapts to the demands and needs of time' (The Primary National Curriculum, 1999, p11)
Let challenge commence! Following benefits of the National Curriculum; the criticism, reforms and makes an attempt at reform have come in abundance! Tim Oats, Mind of Evaluation, Research and Development at Cambridge Diagnosis argues that 'a well-defined and increased national curriculum based on concepts, concepts and key knowledge can lead to a greater concentrate on deeper learning, with fewer topics being pursued to higher depth'. (2010)
Read more about School curriculum 'needs reform' on ESLwatch. info
In 2003 Excellence and Satisfaction, the strategy record for educating children with English as a Foreign Language (EAL) in Main Schools was released. Built on National Literacy Strategy (1998), and the National Numeracy Strategy (1999), in the professional summary, the doc was bold enough to convey it wanted to, 'Take possession of the curriculum, shaping it and which makes it their own. Teachers have much more freedom than they often realise to design the timetable and determine what and exactly how they teach'. (Superiority and Satisfaction, 2003, p3)
In his front, Charles Clarke, the then Education Secretary state governments; 'Children learn better when they are thrilled and employed' (Ibis, p2), 'Different academic institutions start this in different ways. You will see different sparks that make learning vivid and real for different children. I want every primary institution to have the ability to build on their own strengths to serve the needs of their own children' (Ibis, p2).
The argument for the relaxing of the stronghold of the curriculum objectives was well and truly under way.
A revised Progamme of Review for secondary classes was created in 2007. Claiming the revised curriculum offered greater 'Versatility and Coherence' (The brand new extra curriculum. What has changed and just why?, 2007, p4) it provides to give colleges the overall flexibility to personalise learning and design a curriculum that fits the specific needs with their learners;
'To give institutions greater versatility to tailor understanding how to their learners' needs, there is certainly less prescribed subject matter content in the new programmes of study. Instead, the curriculum focuses on the key concepts and operations that underlie each subject. ' (Ibis, p4). In romance to the debate for a more cross curricular strategy, it states;
'The common format plays a part in greater coherence, which makes it easier to see links between things. Several subjects discuss key principles and functions; curriculum opportunities spotlight the potential for cross-curricular links' (Ibis, p4).
In 2006 the Childcare Take action provided a legal construction for the creation of the new Early Years Basis Level (EYFS) and was introduced in September 2008, giving a fresh framework for learning, development and welfare for children in every registered early years configurations (including child minding provision), maintained and independent schools. This covers children from birth to the August after their fifth birthday.
In 2008, Ed Balls, the then Secretary of Status for Children, Schools and People, commissioned Sir Jim Rose to carry out an independent review of the primary curriculum in Britain. Before the article was provided, The Cambridge Key Review, an unbiased enquiry into the condition and future of principal education in Great britain and which had been launched in October 2006 was printed, led by Professor Robin Alexander.
Whist acknowledging a dependence on some kind of nationwide curriculum and that the EYFS areas of learning give a good basis, the Cambridge Review considers the existing curriculum as 'over-crowded and unmanageable'( Alexander, (2009)) with too little value placed on creativity and creativeness. With 900 pieces of data being gathered from both standard and independent options including academics, children and teachers the in-depth report accuses the Country wide Curriculum of applying something that values facts more than understanding and enquiry, and implies an entire over-haul of the curriculum with the introduction of 12 new underlying goals and 8 subject domains. It proposes only 70% of teaching be attached to the Country wide Curriculum with the rest of the 30% being attached to a newly proposed Community Curriculum.
Alexander argues that the existing curriculum places an over focus on the importance of children increasing high expectations in the basics (reading, writing and arithmetic) at the trouble of the peripheral things and, so, are undervaluing the value of creativity and imagination, leading to problems happening in their development through college and beyond.
He also argues that an obsession with curriculum screening of the 'central' themes is jeopardising children's right to a complete and wide-ranging education.
Sir Jim Rose's remit was to propose a curriculum which would motivate life-long learning while minimizing prescription and offering teachers greater overall flexibility.
In particular he was asked to consider at how major institutions could develop children's personal skills and proposes a fresh curriculum predicated on six regions of learning (British, communication and languages, mathematics, the arts, historical, physical and cultural, physical development, health and wellbeing, scientific and technical) which would help them achieve academically as well permit them to have a smooth changeover between early years and primary institution, and into secondary school.
Proposing that summer-born children should start reception course in the Sept after they transform four years, acknowledging that children with birthdays in August who start college in the Sept after they switch five, do less well at college, and are also slightly less inclined to go to university.
Sir Jim, a past Ofsted key, in reputation of the changing face of the world around us, demands Information and Communication Technology (ICT) to be produced a core skill of the new curriculum (making procedures for extra training for educators), alongside literacy and numeracy, and although he insisted this might not suggest other themes such as science - traditionally seen as a core subject - would become less important 'In no chance will that suggest were stepping again from recognising the value of research and technology' (Individual Review of the principal Curriculum, Sir Jim Rose (2009)) and even though imperative that we should enable a digital generation of children who are being brought up using technology in their recreation to help make the website link between this technology and learning, again the bias of curriculum is moving away from reasoning and creativity.
Also advised is a more 'theme centered' cross-curricular approach to teaching subjects, which will provide children with adequate opportunities to use and use their knowledge and skills in cross-curricular studies, permitting them to deepen their understanding and think artistically. There will be an focus on personal development and on sociable and psychological learning and finally, a focus on spoken communication, making particular use of the performing and aesthetic arts, especially role play and dilemma.
As it warned it would, the new authorities abandoned the Rose platform for the principal curriculum and just lately launched its review in the form of the federal government White Newspaper, The Need for Teaching. Additionally it is abolished the curriculum and analysis 'watchdog', the QCDA. However, in the interim, the version of the nationwide curriculum presented in September 2000 will continue in effect until 2012, at least.
Michael Gove the Secretary of Condition for Education having accused Labour of squeezing the "fun and entertainment" (GMT interview 24 Nov 2010) out of school, revealed the most radical programme of education reforms for a generation overhauling the nationwide curriculum, a far more rigorous screening process of would-be educators will be enforced and personnel given more capacity to discipline pupils. All schools (including primary institutions for the first time) will be forced to meet hard new targets. Proposals to toughen up examinations consequently of the intended dumming down of education, as pupil's are accused of taking 'very soft' options in order for the school to achieve well in the Group Tables, yet leaving school with subject matter which potential employees simply do not value.
A reading test for six-year-olds to check on if they can recognise simple words like "cat" and "street" will be brought in and in the most rudimentary reform of the training system for a era. Mr Gove details the countrywide curriculum as a ''straitjacket which stifles the creativeness of the best instructors'' (Ibis) and intends give educators more independence to ''innovate and inspire'' (Ibis) and prior to the release of the White Newspaper, Mr Gove said on BBC Radio Four's Today programme, "I want to slim the National Curriculum down, "
"The initial intent behind the Country wide Curriculum was that it shouldn't cover everything in the institution day and our Coalition associates, the Liberal Democrats, have made the truth very powerfully that what classes should follow is a minimum curriculum entitlement that takes up perhaps 50 per cent of school time. ".
Reading through the proposals, I am struggling to find any real commitment to a slimming down of the curriculum and only real radical objective is apparently for an even more rigorous screening of professor training job seekers, including checks of character and emotional brains and the encouragement of ex-forces people no doubt to bark requests at their pupils.
Disappointingly, in the light of the Cambridge Review, very little has been learned and very little has been applied to make a less prescriptive curriculum as soon as again, it is the educators who take the brunt of the blame for the purported failure of the education system when in my view it is surely anticipated to lack of investment. Together with the budget of an unbiased college, surely every status school (even with their determination to inclusion-unlike the private system) could start to address class-sizes and never want for resources again. Which has a proposed 359m programme of education slices, the present government appears to me to be buying quick fix plan. If the government would finally put their money where their oral cavity is and, dare I would recommend, give prospective professors the wage framework they surely need, given the duty they may have towards educating the next era, maybe finally instructors would be seen in the light of esteem they are entitled to.
- Trainee teachers will spend additional time in the classroom
Ensure support open to every institution for the teaching of systematic man made phonics
For existing teachers, schools will get more liberty to pay the best staff higher incomes and greater powers to sack the most detrimental performers.
"No-one is helped when poor performance remains unaddressed, " said the survey. "Underperforming professors place additional pressures on their fellow workers and let down the kids in their good care. "
The White Paper said current rules surrounding professor competence methods were too "complex, extended and fragmented" - so this means heads were hesitant to fire personnel not fit for the class room. They'll be shortened and simplified under Coalition strategies, although full details are yet to emerge.
Mr Gove said: "The countries that come out top of international studies into educational performance recognise that the most crucial factor in identifying how well children do at school is the grade of their educators.
"The very best education systems pull their professors from among the most notable graduates and teach them rigorously, focusing on class room practice. They recognise that it is educators' knowledge, intellectual depth and love of the subject which stimulates the thoughts of children and allows them to flourish and succeed.
"But also for too long inside our country, professors and mind have been hamstrung by bureaucracy and remaining without real support. "
"The initial promises of entitlement to a broad, balanced and rich curriculum has been sacrificed in pursuit of a narrowly-conceived 'expectations' plan. By Martin Beckford, Social Affairs Correspondent 6:01AM GMT 20 Feb 2009 Telegraph
"By far the most conspicuous casualties will be the arts, the humanities and those kinds of learning in every subjects which require time for discussing, problem- solving and the prolonged exploration of ideas, " By Richard Garner, Education Editor
Friday, 20 Feb 2009 the I ndependent
For each National Curriculum subject, there is a programme of research. The programs of study summarize the topic knowledge, skills and understanding pupils are anticipated to develop during each key level.
Within the platform of the National Curriculum, classes are absolve to plan and organise coaching and learning in the manner that best meets the needs with their pupils.
Many academic institutions use the Certification and Curriculum Development Organization (QCDA) Strategies of Work to plan their curriculum. These help to translate the National Curriculum's goals into teaching and learning activities
The prime obligation of the institution, I really believe, is to instil a good dedication to, and love of education, to be able to permit each pupil to attain their full probable in life as reported by Mick Waters, the then Director of Curriculum, QCA (2007) when he said, 'Most of all, teenagers should relish the chance for finding and achievements that the curriculum offers'. Without desire and a thirst for knowledge, a child will neither reap the benefits of their college years nor aspire to let education be the door-opening to a much better future. Through encouragement of the interests, inherent talents and experience, children will develop a self confidence in their capability to learn as self-employed individuals or collaboratively with the peers, whilst creating a creative, inquisitive and logical mind along the way.
I firmly plan to use my role as a educator, working within a collaborative framework, to use my gained knowledge and skills, creative imagination and adaptability, to fully capture and improve the learning capacities of the kids within my remit.
Teacher assessment can be an essential part of the national curriculum and is carried out within the teaching and learning process.
It spans the programs of review, and considers proof attainment in many contexts, including debate and observation.
The countrywide curriculum tests provide a snapshot of attainment in English and mathematics at the end of key level 2. Classes have a statutory responsibility to record teacher diagnosis levels in central subjects of English, mathematics and knowledge for each entitled pupil to QCDA. Academic institutions must also survey teacher evaluation level judgements to parents, carers and guardians for both main and non-core subjects
The new federal has managed to get clear it intends to revive the National Curriculum to its original purpose - the very least national entitlement for everyone our teenagers organised around subject disciplines.
An announcement outlining next steps is expected shortly.
What happens for the time being?
The existing subject-based National Curriculum requirement will remain in force for primary colleges. The current construction, unveiled in 2000, provides overall flexibility for universities to adjust the curriculum with their needs. Details are available from the Key stages 1 & 2 portion of this web site.
Will primary colleges still be getting yet another training day in 2010/11?
Yes. Primary academic institutions teaching Key Phases 1 and 2 will still obtain a supplementary non-contact day in 2010/11 to help them put together adequately for the next school calendar year and consider new techniques.
Why perhaps you have delivered handbooks?
That decision was considered by the prior Government. They proposed to introduce a fresh most important curriculum from Sept 2011 and set up a programme of support and guidance for colleges from January this year. The new Authorities has didn't just do it with this plan for the reason why set out in the Minister's statement to Parliament.
Will classes get a refund for principal curriculum materials that they have purchased.
Yes. A full refund will be produced automatically to prospects who placed purchases on account. (The bill will be credited rather than refund made. ) Those that purchased by mastercard will need to call our orderline on 0300 303 3015. All customers have been approached directly by QCDA with information about the refund insurance policy.
Can I still access the Curriculum design tool from the principal curriculum website?
Following the Secretary of Express for Education's decision never to take forwards the previous Government's proposals for a new main curriculum, associated materials which had been released on the National Curriculum website has been removed.
This means that the curriculum design tool won't be available. Registered users have been contacted and asked if they would like to have any stored information delivered to them.
Can I still access web pages from the new most important curriculum website?
Following the Secretary of Status for Education's decision not to take frontward the last Government's proposals for a fresh primary curriculum, material which had been publicized on the Country wide Curriculum website has been removed.
Material on the statutory requirements that classes must meet with regards to the Country wide Curriculum, can be acquired from the main element periods 1 & 2 section of this web site.
The programs of study also map out a range of attainment within the topic. Generally in most Key Stage 1, 2, and 3 things, these "attainment focuses on" are put into eight levels, plus a information of "exceptional performance". The exception is Citizenship, which includes separate attainment focuses on for the finish of Key Periods 3 and 4.
Children develop at different rates, but National Curriculum levels can provide you a concept of how your son or daughter's progress compares to what is typical because of their age. For instance, by the end of Key Level 1, most children will have reached level 2, and by the end of Key Stage 2, most will be at level 4.
Although the primary goal for the Country wide Curriculum was to allow league desks and notify parental choice, many parents or guardians still fail to get the institution of the choice and there is concern that the little league tables have a detrimental influence on pupils:
focus on league tables had resulted in pupils being pressured to attain high grades therefore opt for themes that have emerged as easier to get good marks in such as fine art, drama and history. The result has been for the more challenging mathematics in content such as chemistry and physics being dropped
Gillard D (2010) Hobson's Choice: education guidelines in the 2010 basic election www. educationengland. org. uk/articles/29election. html How, I ask yourself, does indeed Gove reconcile his many statements about 'freeing institutions from central control' with his imposition of 'organized fabricated phonics' for instructing reading? Every education survey from Hadow onwards has urged instructors to employ a variety of methods and warned against counting on one. Nearly every expert on the teaching of reading opposes this coverage, so what is it doing in the Coalition's programme? Another generation of children is usually to be used as guinea pigs to fulfill some ignorant advisor - or even to earn a living for a textbook publisher.
The Country wide Curriculum, we have been told, is to be reformed (just as before!). In principal schools it will be subject-based and - in a key phrase that instructs us everything we need to find out about Gove's insufficient knowledge of education - it will be 'structured on evidence about what knowledge can be mastered by children at different ages'.
To make issues worse, Gove has asked Niall Ferguson, 'the Uk historian most directly associated with a rightwing, Eurocentric eye-sight of american ascendancy' (Charlotte Higgins The Guardian 30 May 2010) to help rewrite the annals syllabus. Liberty for academic institutions? I don't think so.
The study of most topics under the National Curriculum would usually culminate in the sitting of a GCSE at the end of Key Level 4. But the GCSE examinations replaced the earlier, split GCE O-level and CSE examinations, the syllabi were still at first devised entirely by the assessment boards, whereas because the execution of the Country wide Curriculum the syllabus put together is determined by law. Thus much of the attention encircling the stated dumbing down of GCSEs is, indirectly, a criticism of the National Curriculum.
Public schools are free to choose their own curriculum and examinations and many have opted for the more demanding IGCSEs that are not linked with the National Curriculum. It is claimed that is setting up a two-tier system with point out school pupils shedding out. From time to time ministers have recommended that state academic institutions may get funding to enter into pupils for IGCSE examinations but a study was performed by QCA, which figured IGCSEs do not follow the programmes of review required by the Key Stage 4 of the Country wide Curriculum and therefore cannot be offered as a state-funded option.
Gillard D (2010) Hobson's Choice: education plans in the 2010 basic election www. educationengland. org. uk/articles/29election. html The report, however, does discover that the countrywide curriculum has been effective in raising standards, bettering pupil progression and has led to higher prospects for teenagers.
The statement said the curriculum experienced raised standards
England's "overloaded" nationwide curriculum has led to a "tick list" method of teaching which is in need of reform, a report says.
A review by Cambridge University's international exam group also says "overbearing diagnosis" has led to "narrow drilling for assessments".
The survey by Tim Oates, mind of examination, research and development at Cambridge Diagnosis, concludes there are "significant structural problems" in the nationwide curriculum "which have to be corrected".
Continue reading the key story
It cannot do everything"
End Offer Tim Oates on countrywide curriculum Cambridge Assessment
He provides that changing what must be taught in colleges alone won't increase the education system.
Teaching quality, instructor know-how, learning materials and inspection also need enhancing, he says.
'Aims and values'
But he warns: "It cannot do everything. To expect it so to do will likely result in inability. "
Education Secretary Michael Gove has often championed Finland's nationwide curriculum as a definite and concise indication of what children can be expected to learn.
And he is expected to force for a shedding pounds of the England's nationwide curriculum in the forthcoming review of it.
In a foreword to the paper, he says he facilitates the call for international facts to be in the centre of curriculum reform.
"This exciting and insightful paper offers a concise evaluation of some of the problems with our current national curriculum and helps clarify why so a great many other countries are outpacing us in educational performance, " he writes.
Mr Oates has been appointed an adviser to the federal government on curriculum reform.
'It is quite outstanding that given the importance of the creative establishments to the United kingdom overall economy - importance recognized by the DCMS -that the White Newspaper makes only one passing mention of the 'visual arts' no mention at all of Fine art & Design or Design and Technology. This regardless of the DCMS's own results demonstrating that the creative sector is roughly add up to financial services in conditions of GDP - and they certainly cause a whole lot less trouble! Having read ED Vaizey at the Cultural Learning Alliance event on Tuesday, I'm sure it'll be noticed that the main recommendations to 'culture' are in the context or 'value' and 'behavior'. A single paragraph suggests that 'Children should expect to be given a abundant menu of ethnic experiences' and by implication this might be achieved through a programme of institution visits. There is absolutely no need to provide this and the inherent message appears to be that imagination and culture are of little importance in a twenty-first century curriculum. '
Leon Cych - 25 Nov 2010
I could comment on almost any aspect of the White Newspaper but I am specifically concerned about the Phonics "check". Phonics are flagged up - misleadingly - in the White Paper as the only way to instruct reading - their use is not contextualised. Quite simply my problem with yet another "test", as the papers are already dialling it, is that it is a "summative" benchmark of how literate or illiterate a child is. The government already know by postcode and free college dishes data what level many of these children will reach before they step in the school door at 4. That is only a smokescreen to pretend to garner an extremely narrow set of metrics showing they are really doing something. What, in fact, needs to be achieved, is a complete raft of early on reading measures from delivery - breakfast time reading golf clubs for babies, books and storytelling for the city and a lot more. Funding for this would indeed solve the literacy degrees of ALL children. Sadly it is a lot easier and cheaper to generate a "summative" one off phonics "check" than purchase all these proven strategies. This is a diversion of the most severe possible kind which is a waste of time and money that may be given to people to influence REAL change not merely after the horse has bolted quantity crunching. I do not think people should be hoodwinked by this measure and Mr Gove should be cross questioned upon this by all interviewers in the press.
Leon Cych - 26 Nov 2010
Mike - people might like to read and annotate the White Newspaper here:
There are some interesting comments there. . .
Ben Morris - 28 Nov 2010
The best thing I've seen recently is an article in the TES which says that the best classes will be the ones that dismiss government initiatives. The majority of us will be doing our maximum to achieve excellence in this proven manner. The true issue for us is likely to be the spending slices, which will make all the "teaching issues" rhetoric irrelevant. Many educators already are at breaking point with the insane bullying "floor targets" regime enforced by Balls, which gives NO allowance for communal context. Notching it up a level will lead to total break down of relationships between personnel and management in many classes. Expect anti-bullying hits, many minds being pressed into breakdowns, and severe recruitment problems hampering efforts to really improve (or even hold things toghether) academic institutions in poorer areas. For being good, how could a guy like Gove be expected to understand academic institutions in real life. He's never been everywhere near it. .
Elaine Hendry - 29 Nov 2010
DfE will be going from 0 exec businesses to 3, based on the White Newspaper (the National College, the TDA and the replacement for the QCDA). Is this cost-cutting pragmatism or an extreme circumstance of centralisation?
Suffolk Science Instructor - 29 Nov 2010
I agree that the programs will churn out top quality professors, but it will also result in a much greater shortage of quality personnel than already is available.
The notion of "teaching classes" will prevent married people, tied to their family's location, from taking up the profession, and folks burdened with student loans will not be able to find the money for even more house-moves.
There are three things we have to be good educators:
1. More practical targets with less administration required to trail them.
2. More non-teaching time to maintain with the admin, monitoring, marking, planning, training. . .
Of course, we will never get these
1. If indeed they make the goals realistic, they'll not contain the excuses to keep implementing "improvements" which also happen to save money (our local expert [Suffolk] is concluding all the center schools, allegedly to improve standards, however they have already accepted that it was really to save money - after July, two thirds of the personnel in my institution [including me] will be produced redundant as the pupils are crammed into over-large classes in an under-resourced high school).
2. Requires more teachers, when there has already been a shortage.
3. We haven't acquired the value of government or public for a long time - vacant words from the front benches won't change that (and the marketing doesn't help, only reporting on poor examples, and exhibiting unrealistic rubbish like Waterloo Highway).
Dave (ex PGCSE pupil) - 29 Nov 2010
The BEST professors once i was a pupil were the ones that had true to life experience - they understood the equipment, where you can take pupils for appointments and true to life examples of how and where in fact the knowledge could be utilized. Theory is great but it is not anything useful compared to real life.
The best instructors also have a tendency to be the ones that are enthusiastic, do things beyond the school room and realise that a 9-4 job with huge amounts of your energy off and long getaways may seem tense but is nothing set alongside the 8-7 5. 5 day weekly, 2 weeks hols a year real life experience outside. I understand professors do marking and prep work when they are in home - I also do work things outside of my nominal working time, most of those though need to be done in a dark office with nobody else around and my supper getting frosty in the microwave.