controversial proposals to change the curriculum and how students are evaluated
National curriculum review
of England, which is to produce a new map of "knowledge base" that millions of five to 16 years should be taught from September 2013, has been relatively quiet so far . But it seems to change with arguments potential changes that could be highlighted.
already delayed the project "pre-launch" the new program of English, mathematics, science and physical education, as experts and ministers to deal with the details. The reforms are also likely to announce a radical and controversial in the way student progress is managed and evaluated.
national curriculum in England was in 1988 when the Conservative government considered that our traditional system to let teachers and local authorities to decide what should be taught the students had to be replaced. The current review, the fifth, is designed to answer the perennial criticism is overloaded with content. The plan is to define the "knowledge base" and the concepts students are expected. This is widely known and has proven relatively uncontroversial so far.
But what is expected of students through the mastery of these concepts, and especially how these expectations are expressed, is about to change radically. And that's when you start containment.
For the review, which began in January, had considered plans to scrap the system of national level - the scale of eight points by which millions of children have progressed in their learning since 1988 - to a new structure. It would set expectations of what all children should know they age. The review is likely to propose the creation below expectations year after year.
The main difference is that the current structure is not directly related to age a child can be considered to have reached level 3 in reading, for example, at the age of seven years or at age 14. Children are supposed to progress through the levels at different rates according to their capabilities. The philosophy of the new system would be that all children must master the fundamentals of each topic in the specified points.
Tim Oates, director of research in the Cambridge Assessment Group, who runs the magazine, gave him an idea of ??ideas at a conference in Bournemouth last month. He said the system level, although created with good intentions, had become "defective". He argued that digital levels not to communicate important information - for students or their parents - about what children really understand
Oates believes that the act of assigning levels of each individual child can be used to reduce teachers' expectations of many students, especially poor performance. The review seeks international evidence, and Oates compares the English approach of focusing on individual levels in Asian countries like South Korea, where teachers are concentrated in the group to move forward together.
However, the review will not advocate a completely undifferentiated teaching - teachers still have to adjust the layout of the above or below national expectations
The proposed system is already provoking debate. A source said: "This is reflected in the fact consistent targets for students at the end of each year, with children, may be deemed to have passed or not there will be many children are not all of them a year. then the following year, and so on. The effect should be taken into account. " education experts resist the influence of Nick Gibb, the Minister for traditional schools. He is said to be interested in teaching in primary school divisions, despite the almost unanimous opposition of the experts consulted in the teaching of mathematics examination. Another source said that the teaching of speaking and listening seemed to also have a traditional flavor, focusing on "Standard English". There are doubts about the right to review that influence the education of millions formed by the personal views of Minister.
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