Personalised Learning, the National Curriculum and the Rose Review - Essay Example

Personalised Learning, the National Curriculum and the Rose Review Introductory Statement The reasonable success of the implementation of a National Curriculum at primary level has created the conditions in national education for review, reflection and evaluation to take place. The commission, then, of Sir Jim Rose (CBE), to carry out a comprehensive review of primary education was well-timed and appropriate. IN what should be an ongoing process education, specifically at primary level, can be refined, modified and streamlined, so that it continues to serve the requirements of the modern, changing, global community and the individual pupil and educator. Personalised learning has established itself as a valuable method to employ, and it serves particularly the pupil well. It does, though, make great demands on the teacher. Hence, it has formed an important focus point in the examination of both the National Curriculum and the Independent Review of the Primary Curriculum. Initially, this essay will re-examine the aims and purposes of the National Curriculum as it stands. Allied to this, the recommendations of the Independent Review of the Primary Curriculum, the Rose Review, will be given an overview. Specific critical views of the underlying principles of the Rose Review and the National Curriculum will be evaluated. Thereafter, aspects of the implementation of Rose’s recommendations will be critiqued, taking present educational contexts into consideration. The impact of the recommendations will be viewed in light of personalised learning, as described and defined by the Department for Children, School and Families. Within this evaluation, some perspectives on the reception given the Rose Review – in the press, by alternative educational groupings, and by educational institutions – will be included. The Essay In short, the National Curriculum confirms a belief in education at home and at school for all citizens. The wellbeing of the individual is considered to be the ultimate aim of the curriculum. All aspects of the individual’s development are taken into account – spiritual, moral, social, cultural, physical and mental – in an attempt to create a comprehensive basis on which education – pre-primary; primary; secondary and tertiary – can be grounded. The explicit extension of this basic vision is the belief that every individual should be a lifelong learner. Part of the guarantee implied is to enable access to equal opportunity for everyone, in a just democracy. The curriculum should also aid in developing a productive economy and sustainable development nationally, while ensuring that individuals value themselves and their families, build good relationships with others, respect social diversity and care for the environment. It affirms commitment to truth, honesty, trust, justice and a sense of duty and hopes to enable the individual to respond positively to the opportunities and challenges of a changing world. Particular reference is made to the trend of globalisation, new work and leisure patterns and communication technologies. Importantly, also, schools are encouraged to engage with families, local communities and business to develop their own extensions and additions to the core curriculum. These intentions are contracted into two Aims: To provide opportunities for all pupils to learn and achieve To promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life and summarised in four Main Purposes: To establishment an entitlement – access to learning for all To establish standards To promote continuity and coherence To promote public understanding A primary commitment is to successfully adapt the curriculum to the changing demands and needs of society. (Values and Principles of the National Curriculum, Date unknown) The Rose Review, in essence, does not contradict the generally stated aims or values of the National Curriculum. Indeed, Rose does not encourage and questioning of the aims and values of themselves. The review, instead, recommends that the statement of aims for secondary education, which recently underwent its own changes, should merely be transferred down to the primary curriculum. (Rose, 2009) Perhaps, though, there are aspects of the primary curriculum which should have been examined more closely by the review. While Rose was not specifically tasked to comment on assessment structures, (Balls, 2008) it has been noted that KS2 Testing may, in fact, reduce the effectiveness of personalised, creative teaching. (Alexander, 2009) In Towards a New Primary Curriculum: a report from the Cambridge Primary Review. Part 1: Past and Present, it is suggested that long-term educational goals are frequently replaced by short-term attainment targets. It may, additionally, have been more prudent to critically assess the aims, values and priorities for secondary schooling to establish their applicability to primary schooling – and thereafter to apply accepted aims, values and priorities in the development of a curriculum for primary schooling, specifically. As it stands, the Rose Review’s perception can be summarised by this comment: No matter how they are configured, educational aims and values generally recognise two mutually beneficial sets of outcomes: those for the benefit of the individual and those for the benefit of society. (personal fulfilment and utilitarian benefit). (Rose, 2008) In the area of personalised learning, however, integral to the National Curriculum, the Rose Review must be subject to close scrutiny. Part of the ambit of the review includes ... making the primary curriculum more manageable without loss of challenge ... (Rose, 2008 [Executive Summary and Recommendations]) This is in response to the criticism by teachers, interview in the compilation of the report, that too much prescribed content is present in the curriculum – in effect that the curriculum is overloaded. The re-organisation of curricular progression into three phases may be a solution, proposed by Rose, to assist schools in matching curriculum content with the progress of individual pupils. The proposal is that the three phases will explicitly show ...how the curriculum broadens and deepens to reflect children’s different abilities between the ages of 5 and 11. (Rose, 2008 [Executive Summary and Recommendations]) Personalised learning emphasises target-setting and tracking of attainment (DCSF, Date unknown) and the teacher is tasked to maintain a clear understanding of each pupil’s attainment and progress. This imperative may be enhanced by Rose’s recommendation. This may, though, be a premature assumption, in the light of recommendation 8 of the Rose Review. The recommendation here is to prioritise literacy, numeracy and Information Communication Technology (ICT). Firstly, then, by implication, the teacher will have to assess in her own area of learning while additionally following and implementing assessment guidelines for literacy, numeracy and ITC, in as far as they relate to her subject content (writer’s italics) should she be a specialist teacher. Where, though, one class teacher addresses all areas of learning in her class, the additional tasks of assessment in these areas may complement and extend her understanding of the pupil’s progress. The recommendation that advises that spoken communication is intensively developed across all areas of the curriculum – recommendation 9 of the Rose Review – seems to contain intrinsic value for both the pupil and the teacher. Not only would the encouragement of pupils to speak openly and often in the classroom benefit the development of the individual, the teacher’s use of this as a tool to measure progress would be simple, yet effective. Dialogue and joint activity follow how the brain, minds and understanding of children develop. (Alexander, 2009) Continuing practice of spoken communication also assists in generating a sense of empowerment in pupils, tying in to a tenet of personalised learning – high levels of interaction for all pupils and regular opportunities for all pupils to talk both individually and in groups. (DCSF, Date unknown) The encouragement of pupils to verbally communicate their personal perceptions of their progress would link to their becoming independent, motivated learners. For the teacher, such communication would assist in the fuller understanding of the child’s progress and attitudes to learning. Peer Assessment should also become more effective, due the child’s improved ability to communicate. A confident, accurate speaker would certainly find it easier to negotiate and discuss with peers, if called upon to arrive at a realistic peer assessment. Chapter 3, section 7 of the Rose Review acknowledges that children’s brains ... also learn by interaction and analogy, and the acquisition of language boosts learning enormously. Metacognition is possible and the symbolic system represented by language increases efficiency of memory, reasoning and problem-solving (Rose 2009[Independent Review]) Given that teaching has moved beyond the traditional models of purely transmission and recall, the focus of the Rose review on ICT could be viewed as welcome. But, it may be argued that ITC is the one clear area in which children do most out-of-school learning. (Alexander, 2009) Allegorically, children are notably better than adults at using technology. The suggestion in Alexander’s Cambridge Primary Review is that more focus on the teaching of discrimination and critical awareness when dealing with ICT and the content available to children, is required. Certainly, personalised learning does emphasise the use of ITC as a resource, but would skills beyond effective manipulation of technology to complete tasks be necessary for all pupils? Rose argues that ICT can be valuable in strengthening each area of learning, as well as literacy and numeracy. (Rose 2009[Independent Review]) Information, it is agreed, is becoming increasingly digitised and skills in manipulating ICT are essential in the changing, global context. Rose recommends that ICT be embedded throughout the primary curriculum, therefore. Important to this initiative is that it is likely to encourage inclusivity, if all pupils have equal access to ICT. Again, Rose has acknowledged the intentions of the National Curriculum and personalised learning. The only reference within the Rose Review, however, to the concern that critical-thinking approaches are vital in relation to ICT, can be summarised in the statement: ... an informed understanding that ensures full ‘digital literacy’. The writer is not certain that this addresses the issue competently. The third priority area, in the Rose Review’s recommendations, is that of numeracy. In effect, Rose has not moved significantly from the intentions of the current National Strategies (2006). Important to note in the recommendations made by Rose, nonetheless, is the emphasis on the development of mathematical understanding, in Chapter 3, section 38. Further, it is recommended that opportunities for pupils to use maths in everyday contexts by extended. Numeracy skills should be written into all areas of the curriculum, where possible, is another suggestion. For the continuation and improvement on the delivery of personalised learning, the Rose Review has merit. Much is made of the contention that children learn and develop culturally, physically, intellectually, emotionally, socially, morally and spiritually. This acknowledges the need to assess and build on the prior learning of pupils. Also, the teacher is encouraged to respond to pupils on multiple levels, not only the academic. (writer’s italics) Independent, co-operative, challenging and engaging learning is the imperative of the Rose Report. On a macro-level, the recommendations contained in it correspond closely to the desired outcomes of personalised learning. And there are instances in the report which do take into account the slightly negative perceptions of the National Curriculum. In Chapter 1, section 5, Rose recognises that many teachers find the National Curriculum over-prescriptive in its content-planning and preparation guidelines. The review addresses such criticisms by recommending that, in addition to the existing areas of autonomy at local schools level, (see p. 39, Rose [2009] [Independent Review]) there should be opportunities for local authorities to imaginatively approach the curriculum. For purposes of personalised learning, the implication is that a creative school community can organise the curriculum to meet all local challenges. Hence, gifted pupils as well as pupils who experience difficulties – in learning or due to disabilities; pupils who are not primary-language English speakers; pupils who experience social, emotional of behavioural difficulties – should have their needs met. At the same time, additional local content, or experiences, or pupils’ prior learning can be incorporated into the specific curriculum. Rose may not have moved as far as the writers of the Cambridge Primary Review – they recommend a separate but parallel local curriculum be implemented with the National Curriculum in a 30-70 ratio (Alexander, 2009) – but the recognition of the essential nature of local autonomy is positive. An interesting resource in continuing this debate, is the pamphlet: Changes to the primary curriculum: A guide for parents and carers (DCSF, 2009) released by the Department for Children, Schools and Families, available in print of on the DCSK website. In an attempt to simplify the contents of the Rose Review, a central implication of personalised learning and the National Curriculum’s aims have been addressed: the inclusion of parents and carers in the learning process of each child. The National Curriculum also has, as one of its main purposes, and as noted earlier in this essay, the promotion of public understanding. This pamphlet directly and simply explains the proposed arrangement of learning into six areas, listed below: Mathematical understanding Historical, geographical and social understanding Understanding English, communication and languages Scientific and technological understanding Understanding the arts Understanding physical development, health and wellbeing The Rose Review in Chapter 1, section 31, asserts that these areas were arrived at after discussions with parents, communities and experts. The areas specified also map onto the subject-based curriculum at Key stage 3 in secondary education. This despite Rose’s comment: While primary education must build on the EYFS and prepare children for education post-11, it is far more that either a post-script to the early years, or as a prelude to secondary education. On two levels, hence – the determination of learning areas or subjects; the adoption of the secondary curriculum’s aims and values(noted earlier in this essay) – the primary curriculum would cater directly to the needs of secondary education. The focus that the Rose Review has prescribed (on literacy, maths and ICT) has already been discussed in this essay. While this may suggest that a hierarchy of subjects is inherent in Rose’s recommendations, the Review also advises (In Chapter 2, section 12) ... explicit opportunities for children to benefit from subject teaching and cross-curricular studies that cover the principal areas of our history, culture and achievement and the wider world. This would potentially allow teachers to manage time more effectively and allow schools to take advantage of local contexts. Exciting, non-classroom-based activities and learning experiences could be included in the school’s curriculum, with teams of teachers working together. For high quality teaching and learning to occur, as advised by the DCSF strategies, motivational, challenging and interesting activities are essential. The Rose Report has highlighted some possibilities when cross-curricular studies are implemented. Additionally, the highlighting of the primary school as a locale for person-to-person service (Rose, 2009 [Independent Review]) parallels with personal learning principles. The day-to-day interactions between teachers and pupils are important. Personal development of the child, thus, continues from the National Curriculum, into the Rose Review, Chapter 3, Section 54, which, in research conducted, found that: ... some 85% of parents with children between 4 and 10 years if age agreed with the statement that life skills ... teamwork, effective communication and creative thinking ... (are) important ... during primary school. It is further acknowledged that the class teacher is uniquely placed to play a significant role in the personal development of the child. This is also an area in which the skills-based interpretation of learning, implicit in the Rose Review, is easily understood. Children should learn to identify their own strengths and weaknesses; manage their emotions; reflect on their own lives; work independently and control their physical movements. (Rose, 2009 [Independent Review]) For the teacher focused on personalised learning, this presents further opportunities to engage with pupils and consequently enhance the support given by that teacher. One caution – Rose argues that this kind of learning may take place through discrete teaching, or through incidental learning. Some knowledge and skills may not transfer to the child quite so automatically. (Writer’s italics) Assessment, as mentioned before, is an essential element in personal learning styles. Rose makes reference to the aims of the national Assessment for Learning strategy, promulgated in 2008. The review commends the continuing professional development programmes already in place and argues that, in the medium-term, teachers will be empowered to measure pupils’ attainment against national standards and conduct their own assessments securely. In the long-term, teachers’ reliance on formal testing should be reduced and the quality of feedback provided by teachers to pupils and parents or carers. These are positive steps in the provision of effective personalised learning. In this writer’s view, the approach recommended by Rose should be enhanced by the awareness that skills and knowledge are complementary, as suggested by Alexander in the Cambridge Primary Review. The Rose Review, however, did prompt a report on the identification of literacy problems and dyslexia, commissioned by Ed Balls, the Secretary of State for Children, Schools and Families, in 2008. This report is likely to provide a helpful and valuable resource for the teacher committed to personalised learning. (Rodgers, 2009) Valuable contributions, in support of the National Curriculum, have been made by the Rose Review. What the review has not done is critique the existing curriculum in enough detail. Polly Curtis, the education editor of the Guardian highlights the perceived inadequacies of the National Curriculum, as identified by the Cambridge Primary Review. (Polly Curtis, 2009) A similar criticism – that the National Curriculum is too narrow (BBC, 2009) was published online in February 2009. The acting general secretary of the National Union of Teachers is quoted in the BBC article as expressing concern over the government’s lack of consideration of the Cambridge Primary Review. More radical groups report on the views of educationalists completely contrary in their thinking to the Rose Review. Yet the publication of the review prompts the resurfacing of a talk by Irina Tyk, head of Holland House School, at a Campaign for Real Education congress, in 1995. Tyk, reportedly, advised the following for teachers: Teach children’ ... teach children that knowledge is knowable Eliminate guesswork in the pursuit of knowledge ... operating the new technology is not a substitute for their own knowledge It is clear that many dissenting views exist. The Rose Review has not enjoyed universal acceptance. There are, however, valuable recommendations in this review to strengthen and further facilitate the practice of personalised teaching. The possibilities for the teacher to refine and adapt aspects beyond the core curriculum, to serve local and individual pupils’ needs, are numerous. Suggestions relating to assessment and the one-on-one interaction implicit in that assessment will serve to improve delivery in the classroom and reporting of attainment beyond the classroom. Personalised learning is a demanding but highly effective and rewarding approach to teaching. The Rose Review has acknowledge this method, and to a large degree, made recommendations that will aid in the delivery of high quality teaching and learning. Works Cited Alexander, R. (2009) Towards a New Primary Curriculum: a report from the Cambridge Primary Review. Part 1: Past and Present Faculty of Education, Cambridge: University of Cambridge (ISBN 978-1-906478-31-5) and Part 2: The Future (ISBN 978-1-906478-21-2) Alexander, R. and Hargreaves, L. (2007) Community Soundings: the Primary Review witness sessions The University of Cambridge Faculty of Education (available at www.primaryreview.co.uk) Accessed 26 December 2009 Austin, R. (2009) Review of Report from an ongoing project at the Social Market Foundation available at http://www.ttrb.ac.uk Accessed 26 December 2009 Balls, E. (MP – Secretary of State) (9 January 2008) Letter to Sir Jim Rose Accessed 26 December 2009 and Letter to Sir Jim Rose 30 April 2008 Accessed 26 December 2009 and Written Ministerial Statement: Review of the Primary Curriculum Accessed 26 December 2009 all available at http://www.ccsf.gov.uk BBC Primary Education “Too Narrow” (20 February 2009) available at http://news.bbc.co.uk/2/hi/uk_news/education/7896571.stm Accessed 27 December 2009 Curtis, P. (20 February 2009) Where now after damning indictment of education? The Guardian, UK News Section, p.17 CAMPAIGN FOR REAL EDUCATION (2009) Newsletter No. 68, Summer 2009 available at http://www.cre.org.uk Accessed 28 December 2009 Department for children, schools and families (2009) Changes to the primary curriculum: a guide for parents and carers London: DCSF (ISBN: 978-1-84775-438-7) Department for children, schools and families (Date unknown) Aspects of personalised learning available at http://nationalstrategies.standards.dcsf.gov.uk/model/156770?uc=force_uj Accessed 27 December 2009 Department for children, schools and families (2007) Report “Teacher Trainees and Phonics” survey conducted by Her Majesty’s Inspectors from 2007-2008: Letter and Sounds: principles and practice of high-quality phonics DfES, 00282-2007 Galton, M., Simon, B. and Croll, P. (1980) Inside the primary classroom (The ORACLE Report) London: Routledge and Kegan Paul Rodgers, R. Review of Dyslexia and Learning Difficulties (as extension of the Rose Report) available on http://www.ttrb.ac.uk Accessed on 28 December 2009 Rose, J. (CBE) (2009) Independent Review of the Primary Curriculum and Executive Summary and Recommendations available at http://www.dcsf.gov.uk Accessed 26 December 2009 Values and Principles of the National Curriculum (Date Unknown) available on http://curriculum.qcda.gov.uk/key-stages-1-and-2/values-aims-and-purposes/index.aspx Accessed 26 December 2009 Read More