The National Curriculum Review - Essay Example

? The National Curriculum Review Introduction To raise citizens full of dignity, the government should put much effort to development of their intelligence and creativity. A favorable soil for development of these features in the modern world can be found in schools and other educational institutions. On the one hand, there is a clear differentiation between the National Curriculum and the general school curriculum. The former is focused on development of key subjects. The National Curriculum is on the way of its development and it is often claimed that it is appropriate for it to cover more subjects; to draw more conclusions and cover more school time than it does now. The individual schools should be more focused on paying attention to time pupils spend there. Individual schools should be able to develop their own programs and develop different approaches to learning. Aims of the National Curriculum The main aims of the National Curriculum are the following: to reflect and implement high standards and develop coherence in school teaching; to give a guarantee that all children would gain essential knowledge in key subjects; teachers should freely use their professionalism to facilitate and improve the learning process. The UK is looking forward to effective changes and innovations implementation in the National Curriculum (starting from January, 2011). The main emphasis is made on the necessity of the essential knowledge gaining by children. NC is mainly focused on children knowledge development in different areas of their interests and will promote more free relations between children and their teachers. The most effective methods of studies are to be chosen by teachers and the needs of students should be covered in a wider context of the modernity. The Mathematics Curriculum for example, is mediated by four main aims: the usage and application of mathematics, promotion of number and algebra knowledge, awareness of shape, space and measures and data handling. All these aims are focused on 4 different ages' stages of the students. Moreover, spiritual, cultural, social and moral development is a must for mathematics curriculum. Thus, through development of basic mathematical skills, this curriculum is focused on a broader development of an individual. Many other skills, such as interpersonal communication, improvement of one's learning, problem solving skills, development of entrepreneurial abilities etc are also outlined by the NC in Mathematics. These are broad aims of the NC in Mathematics, actually. Changes in Methods Nowadays there are many teaching methods and it is often argued the way children should gain their knowledge. What should come first: media or methods? It is better to give the answer to this question. Bloom’s Taxonomy for Higher order thinking underlines that it is necessary to pay attention to the following aspects of learning: remembering, understanding, applying, analyzing, evaluating, and creating (Eble, 1994). These basic skills for further development in possible scientific explorations or some other ventures should be developed from the first years in school. Very often children in the primary school use computer technologies. Teachers can apply Internet resources to the field of their teaching and focus on such aspects, as information search and a potential information analysis and implementation both in the process of reading skills or mathematical skills (Department of Education; Dipietro, 2004). Teachers in the modern context of UK education should become a mentor, a friend and an instructor. It should be noted that language skills are high on the agenda nowadays. A student should be able to formulate his request to read relevant information, process and implement it. Language skills are essential in effective search strings development. The students should be able to use relevant search terms, synonyms, appropriate words, to be able to create other key words and phrases for search. Therefore, one of the first and foremost methods of learning can be found in computer technologies and Internet. The scientists very often make an emphasis on introduction of e-learning and face-to-face learning in schools. This methodological approach is an easy way for the modern children to turn into a powerful technologically-savvy workforce of the coming years. Home task for children, who are able to deal with the Internet information processing can be mediated by audio books, schemes, graphs etc. Jasinsky underlines the importance of e-learning socializing: “…there is a shift away from the “e” [in e-learning] and back to “learning”’, a shift ‘from exploring technology tools to … a better understanding of e-learner pedagogies, client perspectives and demonstration of good examples of working models in local contexts” (Jasinsky 2006). This researcher does not support a shift to traditional methods of learning. He thinks that traditional methods of learning cannot provide the students with access to innovative sources of information in different fields (Jasinsky, 2006). Another interesting approach, which can be widely used during reading classes, is a ‘books-and-music’ (Access to the National Curriculum Standards for Teaching and Assessment). It is very difficult for children to learn reading. That is why they are encouraged to listen to classical music and to develop their reading skills in a more favorable atmosphere. A person-centered approach should be encouraged and a teacher can be the one, who tries practicing this method on his/her own example. Czerniewska (1992) is focused on the following methodological model of change for teachers, which should be implemented at: structural level (demography of teaching staff), cultural level (cultural level defending racial or other types of discrimination); personal level (personal concerns of teachers and their impact on future pedagogical practices). Actually, no one can deny that media and methods are connected. Media is devoted to improvements of education development. Bothe media and methods in education can bear fruits. Methods are generally applied for realization of educational aims. Thus, for the beginners teachers can use various means of media, such as videotapes, DVD, and webcasts (Loveless, 2003). DVD format is a perfect means to demonstrate some video illustrative materials in a certain field of interest for students. Media can play a role of a social buffer in education, because if there are children with special needs, they are able to visit Frank Wise classes where the main emphasis is made on images search, information processing etc. In the primary school a teacher is enabled to produce different instructions and materials online or by means of computer (Cotton, 2002). Broad aims of NC: creativity The main aim of education is to develop not only intelligence, but also creativity. The latter concept broadens our minds and it is better for children to develop this skill from their first years in school. Such issues as elaboration, originality, metaphorical thinking, and flexibility of mind and problem definition are the core issues of creativity (Zimmermann, 2010). These skills are very important for the modern children in the UK and in any other country. Intelligence is more focused on the performance of mental tasks and applying different concepts. It is important for education developed at any stage to contribute both to the development of creativity and intelligence. It is interesting to find out whether creativity development is possible in terms of basic knowledge gaining. Amabile (1998) underlines that: “three components are domain-relevant skills (i.e., knowledge, technical skills), task motivation, and creativity-relevant skills” (cited by Chan, 2005). It is evident that the aspect of creativity can be developed even when practicing reading or counting… Creative potential development among children is important, because in their future in case of their unusual choice of their profession or some other reflections of extravagant behavior can be explained in the following terms: “people frequently think of creative souls as those sitting around all day painting, making sculptures, and unable to get a "real job."  In our culture, somehow, being an artist can be viewed almost as "deviant behavior". In the age of modern globalization it is necessary to prepare our future sound citizens in accordance with their incredible social roles (Wyse&Jones, 2001). Innovative methods in writing or reading can be mediated by music. For example, when listening to music children can sit and put their heads down on the desks, close their eyes and try to think about the coming essay and then write it on a free theme. This method will kill two birds with one stone: children will open their inner worlds and show interesting emotions, appeal for their creative potential and at the same time practice their writing skills. This innovative method is focused on improvement of intra- and interpersonal communication skills (EI), expression of a creative potential, thinking development, education of a child, clarification of values and identity, discussion about self-assessments (Movshovitz-Hadar, p. 173). Another creative method is the "Counting Technique" to introduce inner experience, which introduces innovative experience. For example, children close their eyes and start to count backwards and then write down all feelings and emotions, which were experienced by children while counting. Of course, it is not an easy task, but while doing it a child can practice himself not only in counting, but also in writing. Mathematical creativity in this case can be revealed in two different aspects: in the process of creativity and its consequence. When children practiced their backwards counting, there is a favorable background for ideas development among other children. A teacher can clarify and set the boundaries between the ideas. There were five basic solutions, which were collectively reached (Movshovitz-Hadar, p. 173). In such a way, through improvement of mathematical skills and writing skills, it is possible to reach originality of thinking. Leikin (2009) claimed that the concept of "originality" is rather vague and relative. Both individual and collective mathematical creativity should be developed in order to reveal hidden talents of students and make them more prospective. It is possible for the children to be aware of breadth of their minds and creative potential. As noted it has been found out, it is possible to compare creative development of a student with jazz music, where every musician adds something interesting, reflects his own emotions and insights, contributes his own ideas, directs and fosters one's aspirations to create a highly artful masterpiece in music. The same can be said about mathematical creativity, where every student is able to contribute much to his own parts and episodes. Thus, in the result of this type of experiments in mathematics, every student can find out something unique for sure. Experts about NC Very many ideas are expressed in relation to changes and review of NC. Currently it is necessary to change "substandard curriculum with one based on the best school systems in the world, providing a world-class resource for teachers and children", reconsider compulsory subjects and to think what should be taught in the main subjects and at what age. Thus, the system of education in the UK is very controversial and it is up to every authority to identify the core changes in the process of education changes and advancement. Nevertheless, it is also necessary to reconsider the main approaches, methods and methodologies in education, taking into account innovative techniques. Education Secretary Michael Gove said: "We have sunk in international league tables and the National Curriculum is substandard. Meanwhile the pace of economic and technological change is accelerating and our children are being left behind. The previous curriculum failed to prepare us for the future" (Gove, 2012). These are rather harsh words, but reality is such that children of the UK remained unprepared for the future. It is better for children and parents to balance their desires for education together with their teachers. "A world-class curriculum" often stands for a rather helpful sequence of subjects to be learned. Chair of the expert panel, Tim Oates confirms the fact that nowadays education in the UK is developing at a full pace (Access to the National Curriculum Standards for Teaching and Assessment). The National Curriculum does not provide a holistic and overwhelming approach to education. It is more subjective and both creativity and intellectuality are left out. The advisory committee of the UK is looking forward to appraisal of international and national research, encourage innovative ideas and interesting approaches to changes in education of the UK (National Curriculum Review). It is better to foster only justified changes and approaches, but, as a matter of the fact, some conceptual and integral changes should occur for sure. For example, the main aims of education should be changed from providing children with basic knowledge in reading, writing and calculating, to giving the opportunity for children to develop in these different aspects of their learning activities, but they should do it in a more open and a creative way. Therefore, the aims of the National Curriculum should be broadened in accordance with the demands of the modern globalized world and a potential demand for creativity and intelligence of future cosmopolitans. References 'Access to the National Curriculum Standards for Teaching and Assessment'. [online] Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2 [Accessed Dec 03, 2012] Amabile, T., 1998. 'How to Kill Creativity?', Harvard Business Review, 76 (5), pp. 77–87. Chan, D. W., 2005. 'Self-Perceived Creativity, Family Hardiness and Emotional Intelligence of Chinese Gifted Students in Hong Kong', Journal of Secondary Gifted Education, 16 (2-3), pp.47-56. Cotton, J. 2002. Theory of Assessment. London: Kogan Paul. Czerniewska, P., 1992. Learning about Writing. Oxford: Blackwell. Department of Education. [online] Available at: http://www.education.gov.uk (Teaching and Learning) [Accessed Dec 03, 2012] Dipietro, W. R., 2004. 'Country Creativity and IQ', The Journal of Social, Political, and Economic Studies, 29(3), pp. 345+. Eble, K., 1994. Craft of teaching: A guide to mastering the professor's art (2nd edition). New York: Jossey-Bass. Gardner, J., 2006. Assessment and Learning. London: Sage. Grugeon, E., Dawes, L., Smith, C. And Hubbard, L., 2005. Teaching Speaking and Listening in the primary School, 3rd ed. London: Fulton. Jasinsky, M., 2006. 'Innovate and Integrate: Embedding innovative practices'. [online] Available at: http://www.icvet.tafensw.edu.au/ezine/year_2008/may/article_innovation2.htm [Accessed Dec 03, 2012] Loveless, A., 2003. The Role of ICT London: Continuum. "Michael Gove: media regulation must not undermine freedom of speech", May 2012, The Telegraph 29. Movshovitz-Hadar, N., 2008. 'Intellectual courage and mathematical creativity'. In R. Leikin (Ed.) Proceedings of the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students, pp. 173-185. Tel Aviv, Israel: CET – The Center for Educational Technology. National Curriculum Review. [online] Available at: http://www.education.gov.uk/inthenews/inthenews/a0073149/national-curriculum-review-launched [Accessed Dec 03, 2012] Sutton, R., 2000. Assessment for Learning. Salford: RS Publications. Turner, S., McCullough, J., 2004. Making Connections in Primary Maths. London: Fulton. Wyse, D., Jones, R., 2001. Teaching English, language and Literature. London: Routledge. Zimmerman, E., 2010, September. 'Creativity and Art Education: a Personal Journey in Four Acts', Art Education, 63, 84+. Read More