National Curriculum
Diagnostic Written Task: The National Curriculum
According to Directgov (2012), “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.”
The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform Act 1988; creating the idea that education must begin with the needs and interests of the child. The following model acknowledges how the National Curriculum is central to a school and a pupils learning.
School Curriculum
Basic Curriculum
National Curriculum
It can suggest that the National Curriculum is a central organising feature to school learning and allows a core curriculum to be delivered in a standardised way. By identifying the skills required for learning, the National Curriculum provides a range of contexts and opportunities that presents a chance for all pupils to succeed as well as allowing for some flexibility in teaching.
There are a range of key features within the National Curriculum and these have been outlined by the Department for Education (2011). They are;
* to create a national benchmark through coherence across schools, * to set out essential knowledge that best meets the needs of the children, * to raise standards of all children and * to identify key subject disciplines.
The key features identified offer a source of support in teaching and in addition, they provide a direction of learning.
The National Curriculum has an established key stage structure that can provide the coherence needed across maintained schools. However, the key stage structure offers statutory and non-statutory subjects. For example, Design and Technology is a statutory subject at key stage three but at key stage four the subject becomes
According to Directgov (2012), “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.”
The National Curriculum is thought by many to be complex and unclear. However, it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform Act 1988; creating the idea that education must begin with the needs and interests of the child. The following model acknowledges how the National Curriculum is central to a school and a pupils learning.
School Curriculum
Basic Curriculum
National Curriculum
It can suggest that the National Curriculum is a central organising feature to school learning and allows a core curriculum to be delivered in a standardised way. By identifying the skills required for learning, the National Curriculum provides a range of contexts and opportunities that presents a chance for all pupils to succeed as well as allowing for some flexibility in teaching.
There are a range of key features within the National Curriculum and these have been outlined by the Department for Education (2011). They are;
* to create a national benchmark through coherence across schools, * to set out essential knowledge that best meets the needs of the children, * to raise standards of all children and * to identify key subject disciplines.
The key features identified offer a source of support in teaching and in addition, they provide a direction of learning.
The National Curriculum has an established key stage structure that can provide the coherence needed across maintained schools. However, the key stage structure offers statutory and non-statutory subjects. For example, Design and Technology is a statutory subject at key stage three but at key stage four the subject becomes
Bibliography: Baumann, A.S., Bloomfield, A., Roughton, L., (1997) Becoming a Secondary School Teacher. London: Hodder and Stoughton Department for Education (2011) The Framework for the National Curriculum: A Report by the Expert Panel for the National Curriculum Review. London: Department for Education Direct Gov (2012) Exams Tests and the Curriculum [Online]. Available from: www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_4016665 [Accessed: 15 September 2012] Kilpatrick, W.H. (1918) The project method. New York: Teachers College of Colombia University Kyriacou, C., (2009) Effective teaching in Schools: Theory and Practice, 3rd Edition. Cheltenham: Nelson Thornes Ltd Maslow, A.H., Trager, R.D., Fadman, J., (1987) Motivation and Personality, 3rd Edition. New Jersey: Pearson Education Pring, R., (1976) Knowledge and Schooling, Wells: Open Books QCA (2007) Design and Technology: Programme of study for key stage 3 and attainment target [Online]. Available from: www.qca.org.uk/curriculum [Accessed: 10 September 2012]