Literacy news
School curriculum review sparks debate
5 Oct 2011
England's national curriculum review is likely to spark some controversy shortly. It has been relatively low-profile so far, but The Guardian suggests this seems about to change, with potential arguments about major changes likely to come out into the open.
The review, which is the fifth of its kind, began in January, and is likely to scrap the current national curriculum levels system. In its place would be a map of “core knowledge” and concepts, which would be assigned by year group, as opposed to the levels system which is assigned on an individual basis.
Tim Oates, director of research at the exams group Cambridge Assessment, who is leading the review, believes that by assigning individual levels to each child, there may be the unwanted side effect of lowering teachers’ expectations of what they should be achieving. The focus instead, he argues, should be on making the whole academic year group progress together.
The proposed system has sparked controversy, due to concerns that the review may be heavily influenced by the personal views of the Minister for Schools Nick Gibb, who favours traditionalist teaching. It is thought that the Minister is keen on the teaching of long division for example, despite near unanimous opposition from the mathematics experts consulted by the review. Another issue is the delay in producing the first drafts of the programmes of study in English, maths, science and PE. The drafts were intended to be sent to teachers’ subject associations in August, but this has now been put back until later in the Autumn.
Formal consultations will begin in January 2012, for first teaching in September 2013, although there remains confusion as to whether the new curriculum will be taught in all schools from September 2012, or whether some will start later.
See the full article at Guardian Education.
