From the early 1990s, the poor quality of pupils’ primary education drew a lot of attention from the government and the general public. According to some official statistics from Ofsted (the Office for Standards in Education, as cited in Oakland, 2006), in 2005 more than half of primary students lacked some basic and fundamental skills such as reading, writing and arithmetic after leaving state primary schools. More recently, it aroused a controversial debate among the sociologists towards the issue that limited working conditions, underpaid staff and restricted syllabus in some elementary schools can also lead to low degree standards of primary education (Oakland, 2006). In this case, the British government had to re-specify the National Primary Curriculum (NPC) as efficiently as possible to enhance the pupils’ quality of education as a whole to resolve the problem of low standards of literacy and numeracy in inadequate primary education (ibid). It is very necessary to make the general public recognize the significance of primary education, and how important the NPC is. The focus of this report is on the changes regarding the development of the NPC throughout history, and the viewpoints from the British society towards its changes. In this report, it will firstly illustrate the history of primary curriculum briefly from 1988 to present. Afterwards, it will analyze the changes of the NPC about specific subjects. Then, it will investigate the reasons why it has been changed continuously and the perspectives from different individuals and organizations among the society before generating a conclusion with several usable recommendations.
Table of Contents
1. Introduction
2. The history of Primary Curriculum from 1988 to present
2.1 The Primary Curriculum 1988-2009
2.2 The curriculum present
3. Changes to Primary Curriculum
3.1 The changes about specific subjects in 1988 and 2010 (figure 1)
3.2 The changes of specific primary school targets in 2010 (figure 2)
4. Why the Primary Curriculum has changed continuously
5. The perspectives of different individuals among the society
5.1 Teachers’ perceptions towards curriculum
5.2 Children’s response to the NPC
5.3 The perception of the general public and some organizations
6. Conclusion
Objectives and Topics
This report examines the historical development of the English National Primary Curriculum (NPC) since 1988 and analyzes the diverse societal perspectives regarding its continuous modifications and impact on primary education.
- Historical evolution of the NPC from 1988 to 2010
- Analysis of subject-specific changes and curriculum targets
- Teachers' professional responses and pedagogical challenges
- Students' preferences regarding curriculum content and activities
- Societal and organizational debates on curriculum priorities
Excerpt from the Book
1. Introduction
From the early 1990s, the poor quality of pupils’ primary education drew a lot of attention from the government and the general public. According to some official statistics from Ofsted (the Office for Standards in Education, as cited in Oakland, 2006), in 2005 more than half of primary students lacked some basic and fundamental skills such as reading, writing and arithmetic after leaving state primary schools. More recently, it aroused a controversial debate among the sociologists towards the issue that limited working conditions, underpaid staff and restricted syllabus in some elementary schools can also lead to low degree standards of primary education (Oakland, 2006).
In this case, the British government had to re-specify the National Primary Curriculum (NPC) as efficiently as possible to enhance the pupils’ quality of education as a whole to resolve the problem of low standards of literacy and numeracy in inadequate primary education (ibid). It is very necessary to make the general public recognize the significance of primary education, and how important the NPC is. The focus of this report is on the changes regarding the development of the NPC throughout history, and the viewpoints from the British society towards its changes.
Summary of Chapters
1. Introduction: Outlines the historical context of educational quality concerns in the UK and defines the report's aim to analyze the NPC's development and societal reactions.
2. The history of Primary Curriculum from 1988 to present: Details the chronological implementation of the NPC, focusing on statutory requirements and the transition of the curriculum structure from 1988 through 2010.
3. Changes to Primary Curriculum: Provides a comparative overview of subjects and primary school targets between 1988 and 2010, highlighting the shift in curriculum demands.
4. Why the Primary Curriculum has changed continuously: Explains the government's rationale for reform, citing the need for standardized educational goals and improved secondary school preparation.
5. The perspectives of different individuals among the society: Examines qualitative data regarding teacher opinions, student preferences for specific subjects, and the viewpoints of various societal organizations.
6. Conclusion: Summarizes the findings, emphasizing the importance of teacher adaptation and independent learning to meet the demands of a changing global environment.
Keywords
National Primary Curriculum, NPC, primary education, educational standards, curriculum development, literacy, numeracy, teachers' perceptions, pupil preferences, Education Reform Act, pedagogical strategies, foundation subjects, core subjects, educational quality, British society.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the evolution of the English National Primary Curriculum (NPC) from 1988 to the present, analyzing both the structural changes and how different societal groups have perceived these modifications.
What are the central themes discussed in the document?
Central themes include the historical development of the curriculum, the government's role in standardization, teacher pedagogy, student preferences in the classroom, and the ongoing debate between 'subject-centered' and 'skills-centered' learning.
What is the ultimate goal of the analysis?
The goal is to understand why the NPC has been subject to constant change and to provide insights into how these changes have affected both educational outcomes and the stakeholders involved in the British education system.
Which scientific or research methods were employed?
The document relies on the synthesis of official statistics, historical review of government acts, and qualitative analysis of previous surveys conducted by researchers such as Pollard, Richards, and Alexander.
What does the main body cover regarding the curriculum?
The main body details the historical timeline of the NPC, provides a comparative analysis of subjects taught in 1988 versus 2010, and explores the motivations behind continuous legislative reforms.
Which specific keywords define this work?
Key terms include National Primary Curriculum, educational standards, teacher perceptions, pupil preferences, and curriculum development.
Why did the British government feel the need to re-specify the NPC?
The government aimed to address concerns regarding the poor quality of primary education and a noted lack of fundamental literacy and numeracy skills among students leaving state primary schools.
How do teachers generally perceive the National Primary Curriculum?
Teacher perceptions are mixed; while some feel constrained by the strict syllabus and limited resources, others acknowledge that the structured approach provides helpful guidance and worthwhile progression for pupils.
What do children value most in their curriculum activities?
Research cited in the document indicates that 'success or ease' is the most significant criterion for pupils, followed by interest and fun in the tasks provided.
What is the role of the Qualifications and Curriculum (QCA) mentioned in the text?
The QCA was established to specify in detail what pupils should be taught, effectively filling gaps in the NPC and enhancing attainment targets for schools.
- Citar trabajo
- Junyu Wu (Autor), 2010, An analysis of the development of English National Primary Curriculum and the perceptions from the British society from 1988 to present, Múnich, GRIN Verlag, https://www.grin.com/document/181669
