Within this education system the curriculum has been outlined for the 5 – 16 yrs age band with structured learning and assessment. The main structure has been defined under key stage learning points.
Key Stage 1 relates to children aged 5 – 7 and assessment is made at 7 (Infant School)
Key Stage 2 relates to children aged 8–11 and assessment is made at 11 (Junior School)
Key Stage 3 relates to children aged 12 – 14 and assessment is made at 14 (Secondary)
Key Stage 4 relates to children aged 15 – 16 and assessment is made at 16 (Secondary)
Key stages denote periods of compulsory schooling, which relate to the age of pupils and which, in terms of curriculum and assessment, are administered and provided for in somewhat similar ways. Key stage 3 relates to the first three years of secondary education (11 – 14), and Key stage 4 to the two-year preparation for GCSE and vocational examinations (11 – 16). Assessment points come at the end of each Key stage. In the case of secondary schooling, this is at the end point of the year in which pupils reach the ages of 14 (when SAT’s are completed) and 16 (when assessment is by GCSE). (Pollard 2001 p130).
The National Curriculum as implemented in England, Wales and Northern Ireland has since its inception come under a barrage of complaints regarding its lack of inflexibility, continual testing of pupils and the large amount of time taken away from teaching staff in the form of administration rather than ‘blackboard teaching’. The National Curriculum has tried to move with the rapid changes demanded by a fast moving society and has implemented reviews to look at the future sustainability of its standardised structure across the board.
There have been many recommendations made by agencies regarding the future reform of the education curriculum, some that have been welcomed, and some that have provoked debate and some that have been dismissed.
Many teachers it appears from research would like to see the National Curriculum as it stands in England, Wales and Northern Ireland abolished and more freedom given back to the front line teachers to make more educated decisions regarding the curriculum content that they teach within their individual schools.
The Scottish Education System is justifiably proud of their own programme of education, a system that has become known simply as 5 – 14. Although within the
5 – 14 programme of education there are guidelines relating to the content of the curriculum within schools, the substance of the teaching timetable is left to the discretion of local authorities and head teachers, or in the case of independent schools, the board of governors and the head teacher.
It is deliberately less detailed than the ‘national curriculum’ in England, Wales and Northern Ireland, giving teachers a chance to teach what they believe should be taught to their pupils. (BBC News. April 2003)
It is this structure that is open to debate regarding its efficiency and appropriateness within the modern day ethos of global learning and poses the question should there be a National Curriculum as we have seen operated in England, Wales and Northern Ireland within Scotland or, should we stay with the current system? The other side of the debating chamber would probably argue that we do already have a National Curriculum masquerading as the 5 – 14 programme but very few would probably admit to this notion. With growing distrust of the constant assessment of pupils and rigid teaching structure imposed by such a curriculum as seen south of Hadrian’s Wall, is the current Scottish system of 5 – 14yrs a system that the rest of the United Kingdom, could learn from?
The 5 – 14 system currently installed into the Scottish Education System allows flexibility but also maintains structure. Core subjects taught within the system are
- English – with Scottish Gaelic taught alongside it
- Mathematics
- Environmental Studies – including science, social subjects, technology and health
- Expressive Arts – including art and design, music, drama and physical education
- Religious and Moral Education
Under the 5 – 14 system teachers are given guidance on what these subjects should include for differing age ranges but it is only advice not instruction and although there are guidelines for attainment and assessment it is left to individual schools to implement assessment structures formal or otherwise. Within the English, Welsh and Irish system this would not be possible and there would be no flexibility on the teaching of subjects to take into account the cultural needs and history of the community in which the school is based. Within the Scottish system pupils are tested when their teachers deem it to be appropriate, with most pupils expected to move onto the next level of attainment every two years.
It would appear that although the National Curriculum in England, Wales and Northern Ireland has served as a usable structure of learning for the past twelve years it has now however been put under the spotlight by government and other agencies to reform.
Chris Woodhead who spent thirty years working within local government and as Chief Schools Inspector has been critical of the current National Curriculum within England Wales and Northern Ireland. We should be developing courses that allow students to cultivate their different talents (Woodhead Scotsman 2003). The system has not, does not and will not deliver (Woodhead: Ed. Clare 2002).
The key to Chris Woodhead’s argument against the current regime is that it does not allow teachers to teach and if pupils are to learn then they [teachers] must be allowed to do their job. As an inspector of schools it was his job to uphold the ideals and fundamentals of the government imposed curriculum and it appears that he has in recent years taken a u turn on his beliefs and blames this on youthful naivety and gullibility on his part. In his book ‘Class War’ he states that the current system no longer does justice to the young people who have it imposed upon them and that the current system of assessment at Key stage 4 is not suitable. (Woodhead: Ed. Clare 2002). The failings of the assessment process at GCSE and A Level standard has forced the government to look at alternatives.
A white paper launched by Charles Clark, The education secretary, said that A Levels were too narrow and exclusive, despite the governments efforts to reform them, while GCSEs had become a two tier exam that 50 percent of pupils effectively failed (Clare Jan 2003).
In an effort to change as opposed to reform the current system the government announced plans to abolish GSCE and A Level assessment and introduce a framework of qualifications that would encompass the 14 – 19 yrs band of pupils and would take the form of a ‘British baccalaureate’. A move that would bring us more in line with a European standing on education.
In researching this essay it has become apparent that the current National Curriculum as in operation within England, Wales and Northern Ireland is far from ideal. Although the Education Reform Act 1988 detailed a new curriculum that would be broad and balanced it is apparent that this is not as true as it would hoped to be. There are vast voids within the current system that are being seen as its downfall in its ability to provide an adequate framework of education for young people to take an adequate and fulfilled role within society. This also does not follow the requirements of the government that all young people should be able to play an active role in the future economy of the country upon leaving school.
Within Scotland there is in place a system of education that appears to be working and providing a good framework of education across the 5 – 14 yrs age group, its own National Curriculum. The Scottish system gives much more freedom of choice to teachers, pupils and parents and appears to work in harmony or where it is not it is moving towards harmony, with vocational education, which is something that the National Curriculum south of the border is lacking. Within Scotland there is in place a system that although not dictated by government is led by them in providing a curriculum for all. In essence the 5 – 14 programme of education is a national curriculum.
In conclusion there does not appear to be any evidence showing a positive outlook to implementing a National Curriculum in the current form as defined by the Education Reform Act 1988. Since its conception it has undergone many major and minor reviews to try and adjust its failings and it is still ongoing. If the system works so well why does it need such attention?
It would appear that to provide a good foundation for learning there has to be a formal system of education in place of some form or another. This formal structure must be able to fulfill the requirements of society as a whole but also take into account the cultural and ethnic differences that we have within society in the United Kingdom. To achieve this and also provide a viable working atmosphere for teachers is probably not possible. What therefore can we do? To implement a National Curriculum that is to rigid to bend which in some places has been seen in the English, Welsh Irish system is to the detriment of learning. The ideals behind the formation of a National Curriculum are founded upon lifelong learning and progression enabling children to move through childhood into adulthood and play a primary role in the community. A National curriculum that can do this and still remain flexible enough to include the needs of localised society surely must be the ideal solution.
Word Count 2133
Bibliography
Bailey, P, Fox, P (eds)(1996) Geography Teacher Handbook. Colourcraft: Hong Kong.
BBC News (11/04/2002) Curriculum and testing Scotland.
BBC News (10/02/2003) Curriculum and testing England.
Bryce, T G K, Humes, W M (eds.) (2001) Scottish Education. University Edinburgh Press: Edinburgh
Chitty, C (ed.) (1994) The National Curriculum: is it working? Harlow; Longman 1993
Clare J (22/01/2003) A-Levels and GCSEs to be replaced by British Bac. Telegraph
Clare J (08/03/2002) Woodhead’s way to save our schools. Telegraph
Morris, B (2003) O1A2 Seminar Paper 4. Stirling University; Stirling
Pollard G Triggs P (2001) Reflective Teaching in Secondary Education. London: Continuum
Woodhead C (2003) Last among equals. The Scotsman Guide to Schools Part 1.
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