National Curriculum Analysis
The aim of this essay is to discuss the importance of mathematics within the national curriculum and how it will equip students with the necessary skills required in the workplace and beyond. It will go on to examine how the National Curriculum is assessed and how this assessment compares to that, that is used within the Training School. “The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.” (The National Curriculum)
The main aim of the national curriculum was to standardise the content taught across all schools so that assessment could be carried out. This allowed for …show more content…
the production of a compilation of league tables which detailed the assessment statistics for each school.
The national curriculum was set up in 1988 and at the time there was also an introduction of GCSE (General Certificate of Secondary Education) exams for 16 year olds.
In 1990, SATs (Standard Assesment Tests) were introduced for 11 year olds and in 1997 a SAT exam is created for all 14 year olds in the country, to asses a student’s Key Stage 3 level attainment, but this went on to be scrapped in 2009. The SATs assessment was scrapped following a series of issues regarding the marking of National Curriculum Tests, there were widespread problems over the return of the papers. The National Curriculum is currently under review with the Coalition, it is to be expected that the new curriculum in the core subjects of maths, English, science and PE would be introduced from September 2013, however, the initial drafts are currently available …show more content…
online.
The aim of the national curriculum was to “provide opportunities for all pupils to learn and achieve, to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.” (The National Curriculum)
The national curriculum applies to pupils of compulsory school age in maintained schools. Maintained schools are those that are funded by central government via the local authority and do no charge fees to its students. The Training School is an Academy and Academies are publicly funded schools which operate outside of local authority control. Essentially, academies have more freedom than other state schools over their curriculum. Academies do not have to follow the national curriculum, they can choose their own curriculum as long as it’s “broad and balanced”. Academies set up before 2007 were able to set their own curriculum, but those which came afterwards had to teach the national curriculum in English, maths and science.
The national curriculum is organised on the basis of four Key Stages.
Key Stage 1: Ages 5-7 (Years 1-2)
Key Stage 2: Ages 7-11 (Years 3-6)
Key Stage 3: Ages 11-14 (Years 7-9)
Key Stage 4: Ages 14-16 (Years 10-11).
For each subject and for each Key Stage, programmes of study determine what pupils should be taught, and attainment targets set out the expected standards of pupils ' performance. It is for each individual school to choose how they organise their school curriculum to include the programmes of study
Assessments are carried out at three ages: seven (school year 2, at the end of Key Stage 1), eleven (Year 6, the end of Key Stage 2) and fourteen (Year 9, the end of Key Stage 3). Some aspects of subjects are teacher-assessed, whilst others involve sitting an examination paper.
At Key Stage 3 and 4, the curriculum content is organised into three mathematical categories:
• Number and Algebra
• Geometry and Measures
• Statistics
Mathematics in the national curriculum promotes spiritual development by helping pupils understand the mathematical principles behind natural forms and patterns in the world. Moral development is achieved by helping pupils recognise how logical reasoning can be used consider the consequences of particular decisions and choices as well as helping students learn the value of mathematical truth. Mathematics will encourage social development through helping students work productively together on complex mathematical tasks, which may not be achieved separately. Mathematics also promotes cultural development by helping students understand that mathematical thought is central to the current technological gadgets such as the iPad, iPhone etc.
There are a number of skills that are promoted through the learning of maths, these include communication by the ability to express ideas and methods precisely unambiguously and concisely. IT skills are developed through logical thinking, for example using spreadsheets to calculate home finances. Problem solving skills are enhanced by being able to use a variety of methods and techniques and developing strategic thinking to understand whether the appropriate method was used
Even though mathematics will equip students with the basics to handle personal finance, there has been a recent campaign to have financial education as part of the compulsory national curriculum to allow students to learn the importance of money management. As a result, financial education is to be included in the national curriculum as part of citizenship, which is a compulsory subject, from September 2014. Maths is likely to be the underlying skill that will be taught within financial education and hence solidifies the requirement and importance of mathematics within the national curriculum.
Maths is a fundamental tool for society, it equips us with the ability make informed decisions about our lives. The seemingly obvious use for mathematics is the ability to be able to manage personal finances but it can also be used to interpret data provided by the media, to help make decisions about where to live or where we go for holidays.
As mentioned briefly, national curriculum assessments are a series of educational assessments, also known as SATs. They are used to assess the attainment of children attending schools in England. They comprise of teacher led and test based assessment depending of the age of pupils.
At the Training School, within the mathematics department, students are assessed internally in Year 7 and 8. Modules of work are set out in the ‘Schemes of Work’ for the academic year and at the end of every module, students are assessed with internal tests and their level of achievement is recorded. At the end of each half term, these assessment marks are collated and the student is given an overall level for the year. Their attainment is in terms of the National Curriculum attainment levels, numbered between 1 and 8.
Key Stage 3, according to the National Curriculum ends at the end of Year 9, however, at the Training School this is taken to be end of Year 8. Year 7 and 8 at the Training School undertake ‘Optional Tests’, which are produced by the Qualifications and Curriculum Authority. These are suites of tests which are produced for the assessment of mathematics. These tests are not compulsory and hence they are titled as ‘Optional Tests’. The tests are marked internally and the level achieved by each student form the basis of National Curriculum attainment level for the student at Key Stage 3. The level accomplished by the student will also be used to place the student in the appropriate ability class/set for Key Stage 4.
At the Training School, assessing attainment at Key Stage 4 in mathematics is done by sitting an Edexcel GCSE (which is a recognised national qualification). Currently this assessment is carried out at the end of Year 10/beginning of Year 11 where students sit the foundation paper of the GCSE. The Training School have opted for the early entry of their students for their GCSEs.
There has been a lot of press recently about early entry GCSEs, claiming that a student doesn’t reach their fullest potential if they take the GCSE early, as mentioned within a recent OFSTED report ‘Schools ' use of early entry to GCSE examinations’. However, early entry can be successful as long as there is a suitable programme of further study that progresses them towards A-level. The rise in early entry GCSEs is being driven predominantly by schools in England keen to improve their rankings in school league tables - a grade C or above in maths is part of the official accountability measure used by the government (five A* to Cs, including maths and English).
The main argument against early entry GCSEs is that many students want to stop studying their maths once they achieve their C. In an OFSTED report: Mathematics Made to Measure, Sir Michael Gove warns that "the extensive use of early GCSE entry puts too much emphasis on attaining a grade C". As mathematics is a compulsory subject, students are required to carry on studying maths into Year 11, regardless of whether they have achieved their C and this could result in a negative impact on student’s motivation and mathematical capability, and so the UK economy will ultimately struggle as the production of mathematicians and scientists decline.
Although the Training School perform National Curriculum assessments, they are not done within the suggested timeframe as Key Stage 3 at the school is only considered to be Year 7 and 8, however nationally, it is considered to be the Years 7, 8 and 9. Therefore as a teacher at this school, it is imperative to “have a secure knowledge of the relevant subject(s) and curriculum areas” as cited in the Department of Education’s Teachers’ Standards. Without clear knowledge of the National Curriculum it would be extremely difficult to equip a student with the necessary skills to progress from Key Stage 3 to Key Stage 4 mathematics, as well as onto later life where the skills learnt in maths will become a necessity. Also, as a teacher, it is vital to “know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements” (also cited in the Department of Education’s Teachers’ Standards) to ensure that the ability of the students is recorded and maintained to track their progress at Key Stage 3 and 4 in accordance with national attainment levels.
The important thing to remember, is that the national curriculum is merely a guide; it may appear to be prescriptive in as much as there a vast array of the topics that need to be covered, but it is down to the skills of the teaching staff to create learning opportunities to inspire the pupils and give them learning that will last them a lifetime.
Mathematics underpins many other curriculum subjects; science, technology, music, PE and art to name a few. Poorly developed maths skills will invariably have an effect on pupil progress throughout other subjects too. This, in time, could lead to lowering self esteem and lack of engagement with their education.
Although mathematics is deemed as an essential aspect of the National Curriculum, it is our job as teachers to recognise the cross curricular links with other subjects, and nurture this wherever possible. Providing a more linked curriculum could stimulate thought process and allow pupils to recognise the importance of mathematics throughout their education. This would prevent them from seeing it as an isolated subject that only has meaning when they are in the maths classroom. As Ollerton (2006, p125) discusses “Helping students see connections between what they do in mathematics lessons and the context of other subject areas... is important if students are to make sense of the world of education”
In conclusion, the study of mathematics provides us with many essential skills that are used in the world around us. The purpose of maths is to improve critical thinking and logic skills and aid problem solving. These skills are not learnt in any other subject, only in mathematics. In fact, it is these skills which are used within other subjects. If maths wasn’t on the national curriculum, then, in which other subjects would we learn these skills? References
• The National Curriculum, National Curriculum, [online] [Accessed 7th February, 2013] Available at
• Wikipedia, (no date), National Curriculum (England, Wales and Northern Ireland), [online] [Accessed 7th February, 2013] Available at http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)
• Department of Education, (May 2012), Teachers’ Standards [online] [Accessed 7th February, 2013] Available at https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
• Ofsted, (May 2012) Mathematics: Made To Measure [online][Accessed 7th February, 2013] Available at: http://www.ofsted.gov.uk/resources/mathematics-made-measure
• Ofsted (March 2013) Schools ' use of early entry to GCSE examinations [online][Accessed 7th February, 2013] Available at: http://www.ofsted.gov.uk/resources/schools-use-of-early-entry-gcse-examinations
• Department for Education and Employment (1999) The National Curriculum, Handbook for Secondary teachers in England Key Stage 3 and 4, London: Qualifications and Curriculum Authority.
• Ollerton, M. (2006) Getting the Buggers to Add Up. 2nd Ed. London: Continuum International Publishing
Group.
The main aim of the national curriculum was to standardise the content taught across all schools so that assessment could be carried out. This allowed for …show more content…
the production of a compilation of league tables which detailed the assessment statistics for each school.
The national curriculum was set up in 1988 and at the time there was also an introduction of GCSE (General Certificate of Secondary Education) exams for 16 year olds.
In 1990, SATs (Standard Assesment Tests) were introduced for 11 year olds and in 1997 a SAT exam is created for all 14 year olds in the country, to asses a student’s Key Stage 3 level attainment, but this went on to be scrapped in 2009. The SATs assessment was scrapped following a series of issues regarding the marking of National Curriculum Tests, there were widespread problems over the return of the papers. The National Curriculum is currently under review with the Coalition, it is to be expected that the new curriculum in the core subjects of maths, English, science and PE would be introduced from September 2013, however, the initial drafts are currently available …show more content…
online.
The aim of the national curriculum was to “provide opportunities for all pupils to learn and achieve, to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.” (The National Curriculum)
The national curriculum applies to pupils of compulsory school age in maintained schools. Maintained schools are those that are funded by central government via the local authority and do no charge fees to its students. The Training School is an Academy and Academies are publicly funded schools which operate outside of local authority control. Essentially, academies have more freedom than other state schools over their curriculum. Academies do not have to follow the national curriculum, they can choose their own curriculum as long as it’s “broad and balanced”. Academies set up before 2007 were able to set their own curriculum, but those which came afterwards had to teach the national curriculum in English, maths and science.
The national curriculum is organised on the basis of four Key Stages.
Key Stage 1: Ages 5-7 (Years 1-2)
Key Stage 2: Ages 7-11 (Years 3-6)
Key Stage 3: Ages 11-14 (Years 7-9)
Key Stage 4: Ages 14-16 (Years 10-11).
For each subject and for each Key Stage, programmes of study determine what pupils should be taught, and attainment targets set out the expected standards of pupils ' performance. It is for each individual school to choose how they organise their school curriculum to include the programmes of study
Assessments are carried out at three ages: seven (school year 2, at the end of Key Stage 1), eleven (Year 6, the end of Key Stage 2) and fourteen (Year 9, the end of Key Stage 3). Some aspects of subjects are teacher-assessed, whilst others involve sitting an examination paper.
At Key Stage 3 and 4, the curriculum content is organised into three mathematical categories:
• Number and Algebra
• Geometry and Measures
• Statistics
Mathematics in the national curriculum promotes spiritual development by helping pupils understand the mathematical principles behind natural forms and patterns in the world. Moral development is achieved by helping pupils recognise how logical reasoning can be used consider the consequences of particular decisions and choices as well as helping students learn the value of mathematical truth. Mathematics will encourage social development through helping students work productively together on complex mathematical tasks, which may not be achieved separately. Mathematics also promotes cultural development by helping students understand that mathematical thought is central to the current technological gadgets such as the iPad, iPhone etc.
There are a number of skills that are promoted through the learning of maths, these include communication by the ability to express ideas and methods precisely unambiguously and concisely. IT skills are developed through logical thinking, for example using spreadsheets to calculate home finances. Problem solving skills are enhanced by being able to use a variety of methods and techniques and developing strategic thinking to understand whether the appropriate method was used
Even though mathematics will equip students with the basics to handle personal finance, there has been a recent campaign to have financial education as part of the compulsory national curriculum to allow students to learn the importance of money management. As a result, financial education is to be included in the national curriculum as part of citizenship, which is a compulsory subject, from September 2014. Maths is likely to be the underlying skill that will be taught within financial education and hence solidifies the requirement and importance of mathematics within the national curriculum.
Maths is a fundamental tool for society, it equips us with the ability make informed decisions about our lives. The seemingly obvious use for mathematics is the ability to be able to manage personal finances but it can also be used to interpret data provided by the media, to help make decisions about where to live or where we go for holidays.
As mentioned briefly, national curriculum assessments are a series of educational assessments, also known as SATs. They are used to assess the attainment of children attending schools in England. They comprise of teacher led and test based assessment depending of the age of pupils.
At the Training School, within the mathematics department, students are assessed internally in Year 7 and 8. Modules of work are set out in the ‘Schemes of Work’ for the academic year and at the end of every module, students are assessed with internal tests and their level of achievement is recorded. At the end of each half term, these assessment marks are collated and the student is given an overall level for the year. Their attainment is in terms of the National Curriculum attainment levels, numbered between 1 and 8.
Key Stage 3, according to the National Curriculum ends at the end of Year 9, however, at the Training School this is taken to be end of Year 8. Year 7 and 8 at the Training School undertake ‘Optional Tests’, which are produced by the Qualifications and Curriculum Authority. These are suites of tests which are produced for the assessment of mathematics. These tests are not compulsory and hence they are titled as ‘Optional Tests’. The tests are marked internally and the level achieved by each student form the basis of National Curriculum attainment level for the student at Key Stage 3. The level accomplished by the student will also be used to place the student in the appropriate ability class/set for Key Stage 4.
At the Training School, assessing attainment at Key Stage 4 in mathematics is done by sitting an Edexcel GCSE (which is a recognised national qualification). Currently this assessment is carried out at the end of Year 10/beginning of Year 11 where students sit the foundation paper of the GCSE. The Training School have opted for the early entry of their students for their GCSEs.
There has been a lot of press recently about early entry GCSEs, claiming that a student doesn’t reach their fullest potential if they take the GCSE early, as mentioned within a recent OFSTED report ‘Schools ' use of early entry to GCSE examinations’. However, early entry can be successful as long as there is a suitable programme of further study that progresses them towards A-level. The rise in early entry GCSEs is being driven predominantly by schools in England keen to improve their rankings in school league tables - a grade C or above in maths is part of the official accountability measure used by the government (five A* to Cs, including maths and English).
The main argument against early entry GCSEs is that many students want to stop studying their maths once they achieve their C. In an OFSTED report: Mathematics Made to Measure, Sir Michael Gove warns that "the extensive use of early GCSE entry puts too much emphasis on attaining a grade C". As mathematics is a compulsory subject, students are required to carry on studying maths into Year 11, regardless of whether they have achieved their C and this could result in a negative impact on student’s motivation and mathematical capability, and so the UK economy will ultimately struggle as the production of mathematicians and scientists decline.
Although the Training School perform National Curriculum assessments, they are not done within the suggested timeframe as Key Stage 3 at the school is only considered to be Year 7 and 8, however nationally, it is considered to be the Years 7, 8 and 9. Therefore as a teacher at this school, it is imperative to “have a secure knowledge of the relevant subject(s) and curriculum areas” as cited in the Department of Education’s Teachers’ Standards. Without clear knowledge of the National Curriculum it would be extremely difficult to equip a student with the necessary skills to progress from Key Stage 3 to Key Stage 4 mathematics, as well as onto later life where the skills learnt in maths will become a necessity. Also, as a teacher, it is vital to “know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements” (also cited in the Department of Education’s Teachers’ Standards) to ensure that the ability of the students is recorded and maintained to track their progress at Key Stage 3 and 4 in accordance with national attainment levels.
The important thing to remember, is that the national curriculum is merely a guide; it may appear to be prescriptive in as much as there a vast array of the topics that need to be covered, but it is down to the skills of the teaching staff to create learning opportunities to inspire the pupils and give them learning that will last them a lifetime.
Mathematics underpins many other curriculum subjects; science, technology, music, PE and art to name a few. Poorly developed maths skills will invariably have an effect on pupil progress throughout other subjects too. This, in time, could lead to lowering self esteem and lack of engagement with their education.
Although mathematics is deemed as an essential aspect of the National Curriculum, it is our job as teachers to recognise the cross curricular links with other subjects, and nurture this wherever possible. Providing a more linked curriculum could stimulate thought process and allow pupils to recognise the importance of mathematics throughout their education. This would prevent them from seeing it as an isolated subject that only has meaning when they are in the maths classroom. As Ollerton (2006, p125) discusses “Helping students see connections between what they do in mathematics lessons and the context of other subject areas... is important if students are to make sense of the world of education”
In conclusion, the study of mathematics provides us with many essential skills that are used in the world around us. The purpose of maths is to improve critical thinking and logic skills and aid problem solving. These skills are not learnt in any other subject, only in mathematics. In fact, it is these skills which are used within other subjects. If maths wasn’t on the national curriculum, then, in which other subjects would we learn these skills? References
• The National Curriculum, National Curriculum, [online] [Accessed 7th February, 2013] Available at
• Wikipedia, (no date), National Curriculum (England, Wales and Northern Ireland), [online] [Accessed 7th February, 2013] Available at http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)
• Department of Education, (May 2012), Teachers’ Standards [online] [Accessed 7th February, 2013] Available at https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
• Ofsted, (May 2012) Mathematics: Made To Measure [online][Accessed 7th February, 2013] Available at: http://www.ofsted.gov.uk/resources/mathematics-made-measure
• Ofsted (March 2013) Schools ' use of early entry to GCSE examinations [online][Accessed 7th February, 2013] Available at: http://www.ofsted.gov.uk/resources/schools-use-of-early-entry-gcse-examinations
• Department for Education and Employment (1999) The National Curriculum, Handbook for Secondary teachers in England Key Stage 3 and 4, London: Qualifications and Curriculum Authority.
• Ollerton, M. (2006) Getting the Buggers to Add Up. 2nd Ed. London: Continuum International Publishing
Group.