2.1 describe the characteristics of the different types of schools in relation to educational stages and schools governance.…
The National Curriculum was established in 1989 to ensure same standards of education across the nation. State Schools in England must teach and cover all subjects according the children’s Key stages, which are divided and set out by the National Curriculum. There are four Key Stages, those children ages 5 to 16 are taken through during their school life. For Example Key Stage 1 is thought during years1 and 2 of Primary school. True these system teachers know what subjects should be though in each year of school and what skill; knowledge and understanding should be achieve by their pupil. Teachers also can assess how well the pupil doing in each subject and how they can give parents information about their Childs progress. From year to year the National Curriculum tries to improve the maintaining of the school consist. The new curriculum aims to give schools and teachers more flexibility about what they teach and how they plan their lessons. At the end of each Key stage Children are tested on what they have been learning at school. This is called SATs.…
This type of school will often than not have a nursery attached; this allows an easier transition from one form of education to another, and will follow the national curriculum for KS 1 and KS2.…
1.2 Describe the different characteristics of the different types of schools in relation to educational stages and school governance…
at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers.…
2.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.…
Upon reviewing the Mississippi Social Studies Standards, The National Council for the Social Studies Standards (NCSS), and the Common Core Standards I have come to the conclusion, that these three sets of standards are all very similar, yet different. In my opinion NCSS and the Mississippi Social Studies Standards contain similar goals and structure. Although the Common Core Standards goal correspond with the Mississippi Social Studies Standards, I believe the Mississippi Social Studies Standards excels in decoding the information each grade level is required to have knowledge of.…
Curriculum is the organized learning experiences of students (Cooper, 2010). Curriculum is the intellectual content area of a subject, the method used to teach the subject as well as all the activities used to impart the knowledge (Ryan & Cooper). Curriculum is also considered as the course of study taught in an institution. It is not just what the students learn but what the students will do as a result of the learning experiences (Billings & Halstead, 2009) Billings & Halstead, 2009). The curriculum is designed to impart relevant information that is needed to meet the need of society. There are several factors that influence curriculum development. This paper will discuss curriculum implementation, program outcomes, and course development; the factors that influence them.…
To initiate a national curriculum, there must be enough reason for the change, clearly understand the view of the curriculum, work and a conceptual framework, consult and enlist the support of all stakeholders. Borrowing from the lessons of the past, the national curriculum Development Paper borrowed from the lesson of the past, and its shows the intention of the Australian Government to come up with a national…
The Standards can also improve practice, because they create a roadmap for teachers. Essential Knowledge acts out as the transportation for learning, Critical Dispositions acts out as the road, while Performance acts as the driver. Without all three a class cannot arrive to its final destination. The Standards Continuum Guide for Reflective Teaching Practice shows a teacher what stopping point they need to reach, while still allowing the teacher to choose which path they want to take to get there.…
The National Curriculum has an established key stage structure that can provide the coherence needed across maintained schools. However, the key stage structure offers statutory and non-statutory subjects. For example, Design and Technology is a statutory subject at key stage three but at key stage four the subject becomes…
Not only that, the component of PBS also divided into two areas: academic and non-academic. These ( ) shows that the Malaysian education system no longer just an exam-oriented education, but to adopt a more comprehensive education model. Besides that, the recognition and autonomy given to the teachers to come out with their own formative and summative assessment in school is also a huge deal. This give the teachers more freedom to tailor their teaching method coherent to the student capabilities, and making the students’ learning process more…
Throughout KS3 pupils complete regular assessments based on the topics they study (see below for list of topics covered in each year).…
1. Primary schools: Primary Schools are for children aged 4 to 11 years. The subjects to be taught at primary schools are specified by the National Curriculum, the pupils tested on SAT’s at year 2(age 7) which is known KS1 and year 6(age 11) which is known as KS2.The subjects to be taught are English,…
There are 3 clusters, which Chaffee (1985) has identified to strategy, which is Linear, Adaptive and Interpretive. Since Singapore’s independence, the Ministry of Education (MOE) has adopted a linear approach towards the education system, which focuses on planning. As Singapore developed, MOE used the adaptive strategy to continually update themselves amidst changes. However, with the new Education Minister, MOE uses the intepretive strategy to engage with stakeholders. This is in line with what Minister Heng Swee Keat (2011) said at a public event,” Schools must keep engaging parents. The complaints reflect the need to keep parents up-to-date on changes in the school curriculum.”…