Institution Tutor Assessment in Science Course/Number Date Department Introduction There are several changes that have come about as a result of the introduction of the National Curriculum in England. The National Curriculum (NC) in England was introduced as a nationwide curriculum for secondary and primary state schools, following the ratification of the Education Reform Act 1988…
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For one, NC has increased the number of students learning science. A key intention of the NC was to have students aged 5-16 learning science in primary and secondary education, as outlined in the Science 5-16 DES policy statement which was outlined in March 1985. Secondly, the NC has inculcated more effectiveness in teaching and learning of sciences. This is because the DES policy statement emphasised that teaching science was to include both the acquisition of knowledge and comprehension of facts and principles of science (which was to be done in a broad and balanced manner) and the methods of science. In this respect, science became a core subject alongside mathematics and English (Great Britain Parliament, House of Commons, Children, Schools and Families Committee, 2009, 17 and the Great Britain Dept. for Education and Employment, 1999, 34). The NC also lifted up performance in science subjects. This follows the outlining of the form that the policy would take, by the Education Reform Act 1988. ...
Studying the science and arts subjects alike, under the programme is to culminate into sitting for the GCSE, when one finishes the Key Stage 4. This ensures that those who proceed to a higher level of learning are fully equipped, cognitively and academically. Thus, students are able to perform academically in higher levels of learning. Again, the same students’ ability to perform and comprehend concepts in higher standards of learning inculcates confidence and a positive attitude among them and extirpates chances for dropouts (Pollard and Bourne, 1994, 22). The teaching of biology, chemistry and physics has also become more standardised, following the changes that the Qualifications and Curriculum Authority for 2006 amendments made. This measure was to help ensure that those issuing guidance and information top science learners in years 9-11 of their studies have a single document that contains accurate and updated information on the opportunities, support and qualifications that are available. It is by this virtue that many students have gained increased awareness on sciences and the opportunities that accost studying science (Daugherty, 1995, 17 and Kelly, 1990, 14). According to Watts (1991, 12), the NC also helped further synchronise scientific disciplines and learning of sciences at the national level. This happened especially as changes were made in the 2006 national curriculum. The main changes included information regarding planning timetables, deciding between specifications and understanding the implications for teaching sciences and knowing where to obtain necessary resources from (Daugherty, Phillips and Rees, 2000, 17). The content of the science subjects being taught has also expanded, following the introduction of key stages. Particularly, one of
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Those who have pursued a degree in education must first acquire an initial certification before they can start teaching. This includes passing a proficient test for teacher applicants as well as a comprehensive background check. The next document NECAP is actually core standards that the state has adopted.
141). As a result, teaching and learning has become embroiled in an assessment regime that is focused on measurable outcomes (Maisuria 2005). This approach to learning has come at the expense of creativity and has in the meantime rendered the national curriculum narrow in scope.
National curriculum in schools in England.
A school curriculum is a set of courses and their content offered in a school. A course curriculum incorporates the modes of teaching and the subsequent evaluation strategies. Curriculums guide the teachers in delivering their services.
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