National Curriculum for Scientific Education - Article Example

National curriculum affiliations National curriculum Learning interventions It is an observation that education interventions lack the scientific approach. Scientific scope refers to the ability of the interventions to consider the personal results as recorded by individuals. In addition, scientific approaches require considering the implementation of child centered education. A child centered education is one based on the consideration of the development of a child in more than just education. The system considers the use of mechanism aimed developing the social character of a child. This form of system is only done mostly in state schools where the government has placed attempts to develop education intervention systems to embrace scientific scope. In an argument by Rosen (2014) the effects of the modern day intervention systems are significant. The author terms the modern generation as a failure (Rosen, 2014). This assumption is created considering that incidences across the globe depict ignorance and unprofessionalism. One major incidence was the Iraq war. The war was criticized across the globe as other states felt the war breached human rights clauses. However, perpetrators continued pursuit of rebels in the country.It depicted how much people are exposed to an unethical education system. There should be a great similarity between what a people feels right and what is actually right (Rosen, 2014). Additionally, one should be able to identify the appropriateness of what s require from them. This depicts the difference between education systems different people are exposed to. Rosen (2014) is of the assumption that education intervention systems have failed the modern generation. The modern education system rarely focuses on the provision of child centered education. This influences the level at which a child perceive the society with ignorance. It takes more than a good educational system to equip a child a success tool. To further evidence the lack of professionalism in the education system, the Great Banking Chris in the year 2000 proved the lack of appropriates in the quality of human resources provided by the modern educational system. Free School meals Across the United Kingdom, numerous schools have failed to put in place resources that would enable the free provision of free meals. Institutions cited the lack of enough financial resources to set up a free meals system. However, the government has given schools until September to put in place meal provision systems that will cater to the provision of free meals. This mandate to schools will be aided by the state as it will fund the provision of free meals in schools. In an argument by Dimbleby (2014) the state will also fund the construction of large meal preparation facilities. This need was created from the trend that required students to carry packed lunch to schools. This trend increased the gap between the wealthy and the poor as the quality of meals depicted the difference in social class. This hindered the performance of student from poor families as they felt undermined. The free meal system aims to manage this problem as the food provided to student would be of similar quality and quantity. A study conducted in schools providing free meals indicated that the performance of student in these schools was better. This is because students feel equal in the educational setting. This promotes their educational morale. Additionally, the free meals system recommends that schools should serve hot meals that would be beneficial to the diet of students. However, the transition to the free meal system creates numerous challenges in schools. Dimbleby (2014) asserts that it would cost educational institutions a lot to put in place meal preparation facilities that would cater for all students. Most schools operate with small kitchen thus requiring construction of kitchens. In additionally, schools have cited lack of storage facilities to handle large quantities of meals. Dimbleby (2014), however, points out that construction of kitchen in schools would be enough to handle the required demand. This change is made more comfortable by considering that the government would fund for the construction of meal preparation facilities. New EBac Certificates In Britain, the education system is tested by the provision of GCSE exams. The examination mode has been inexistence for a long time making it a norm in the education system. However, the system lacks depth and effectiveness in testing students. In addition, the new EBac certificates will determine the number and type of subjects students are exposed to. They would replace the subject taught under the GCSE curriculum. The introduction of the new examination system has been well received as it is expected to be more effective in regards to testing students (Shaw, 2012). The introduction a new curriculum causesnumerous changes in the educational system. One major change is that schools will not have the mandate to control examination boards. The examination board will be a creation of the government as schools would be required to refrain from any influence of the exam body (Shaw, 2012). Another change is that some subjects prior in GCSE may be excluded from new system for a period of time. However, the exclusion is not permanent as they will be introduced after frameworks are created to cater for the omitted subjects. One positive change glorified of the system is the complexity nature of the exams provided to students. The exam will create tests that test more of a student’s educational abilities. Both institutions and parents feel the exam complexity is appropriate since it will enhance the productivity of students (Shaw, 2012). The first EBC is scheduled to be done in 2017. This after that Math, Science and English subjects will are set to commence teaching by 2015 (Shaw, 2012). The grading system of the EBC will also be different. Different to the alphabetical grading system, the EBC will be graded by numeric. The numbers will be from one to seven, with one depicting best performances. Low achieving students will also be required to sit for the same exams regardless of the complexity of the exams. Curriculum changes in the curriculum The United Kingdom realized the need to change its curriculum to compete effectively with the rest of world. Coughlan (2013) cited the United State and Finland have more productive curriculums. For this reason, the United Kingdom is set to increase the effectiveness at which students learn Math, Science and English. In addition, the new curriculum will demand the inclusion of computing, design and technology. Different from previous curriculums, the new curriculum equips students at a young age with advanced ways in which they may solve issue in the above cited subjects. The government has set 2014 as the year to introduce the new curriculum in schools. However, critics have opposed the implementation system. Specifically, schools heads have cited that 2014 deadline date is unrealistic as students would be required to undergo a major change on what they learn in the classroom (Coughlan, 2013). However, the government has not changed this date as state schools are required to introduce the new curriculum in schools by 2014. Academies which comprise the majority of schools in the U.K have been exempted from this requirement. There have also positive reception of the new curriculum. Stakeholders assert that students need to be exposed to ways in which they could tackle the advancing society. For instance, Coughlan (2013) points out that, the growth of the use of computers should require the curriculum to equip students with exceptional computing skills. Subjects that will face major changes are English, Math, Science and computing. Reforms are mandated toenhance the effectiveness of children to solve problem in the subject at a younger age. However, this has been criticized as students are exposed to complex problems that they may find difficult to handle. In addition, the time provided from change would not enable tutors to prepare students psychologically to adapt to the changes (Coughlan, 2013). This controversy creates a standoff between the state and academies as they feel they are not ready to expose their students to new curriculum. Poor educational assessment systems In any education curriculum or system, assessment is mandatory to analyze the performance of both tutors and students. In the United Kingdom, assessment systems are created by schools as tutors are mandated to assess students. Tutors are then assessed by the results of their assessment. This system depicts the traditional education culture. The state embraces this assessment system as it believes the outcome exams depict the prowess of both the tutor and the students. Regardless of its appropriateness, the state has turned against recommendations to increase the effectiveness of assessment systems. Additionally, new curriculums and examination systems are still based on the traditional assessment systems (Morris, 2012). For instance, the EBC recognizes examination assessment depicts the level of success by a student. The system eliminates the possibility of a physical testing system. The effects of this assessment system have been significant. Tutors and students have felt the pressure of performance exemplary in exams. For tutors, they tend to be too generous during assessment. If students record high marks, the state recognize the tutor for her efforts (Morris, 2012). For this reason, a tutor may apply a less strict marking scheme to enhance the performance of their students. This has limited the effectiveness of this assessment system as students are graded with marks they did not attain. In students, the effect is psychological. When approaching exams, students tend to panic considering the level of significance the outcome of exams are perceived. This also limits the performance level of the students (Morris, 2012). One suggestion that may be a positive change in testing systems is the ability to consider physical testing of students and tutors. With curriculum incorporating physical education and art subjects, it would be more efficient to assess students on their physical performance. In regards to tutors, the state should consider a classroom assessment system (Morris, 2012). This would analyze a tutor’s effectiveness in the classroom setting. Such changes would make the education system more reliable and efficient. National curriculum reforms There isneed toequip of graduates with exceptional working skills. Employers have been struggling to develop the quality of students from educational institutions. Colleges have also cited the quality of student from high schools is demanding. These reasons create need develop the national curriculum to promote the quality of graduates. In an argument by the GOV .UK (2013) British national curriculum hinders the effectiveness at which students are equipped with knowledge. The author further points out that this deficiency is created by the lack of depth in the national curriculum as compared to curriculums in other countries (GOV .UK, 2013). This hinders the competiveness of U.K student in the job market. One major reform recommended is the need to make tutors and institution increase the depth of the curriculum. The curriculum should not dictate the method which should be used by tutors to teach. A teacher should use the most suitable mode of teaching. This because an educator is best placed to understand the requirements for the job market. GOV .UK (2013) asserts that an educator should understand the essentials of the job market as well as the society. From this knowledge, an institution would be able to equip its students with required skills and competencies. To analyze the need for a curriculum reforms in the country, GOV .UK (2013) points out that the performance of students in schools does not match their competency in the job market. Employers are required to invest resources in training new graduates. High performance in education institutions is based on the poor assessment systems. Educators tend to be generous when assessing student for their own benefit. For this reason, a curriculum reform should ensure educational systems have standardized assessment systems. This would make it possible for institutions to be more efficient in determining the performance level of graduates. In addition, the reforms are aimed at enhancing the knowledge level of student in major field of Science, Math and English (GOV .UK, 2013). References Coughlan, S., 2013. Curriculum Changes to catch up with world’s best. BBC News, 8 July, 2013. Dimbleby, H., 2014. Free School Meals: Ready, Steady, Build a Kitchen. The Guardian, 14 January, 2014. GOV. UK., 2013. Reforming qualifications and the curriculum to better prepare pupils for life after school. Author. 15 November, 2013. Retrieved from https://www.gov.uk/government/policies/reforming-qualifications-and-the-curriculum-to-better-prepare-pupils-for-life-after-school Morris, E., 2012. The government seems to think that only traditional learning and traditional assessment can be associated with rigour. The Guardian, 26 November, 2012. Rosen, M., 2014. Dear Mr. Gove: lets take a more scientific approach to looking at your education interventions. The Guardian, 4 March, 2014. Shaw, M., 2012. The new EBac Certificates; what does it mean? TES Magazine, 14 September, 2012. Read More