England has lately announced its attempt in taking up a new and revised curriculum which would be followed by schools from across the country. The national curriculum is all set to be implemented in the next few months as the country is aiming to catch up with some of the top-quality academic systems existing on earth. As per David Cameron, the country’s Prime Minister, the revolution is deemed to bring upon some vital changes having a positive impact on England’s economic growth.
The usual changes would comprise fractions for 5 year old children thus bringing upon some radical changes into the primary pedagogical approach. Extra emphasis is laid on this would-be launched curriculum, which is said to be designed by academicians only. No interference of ministers is acceptable as it would lead to a curriculum based on the personal prejudices of the former.
Nevertheless, the teachers’ union has reportedly surfaced their concerns pertaining to unrealistic changes in the Autumn 2014 timetable. Head teachers have repeatedly asked whether it would be appropriate for politicians to interfere in what is to be taught in schools and other academic institutes. Their intervention would further lead to problems.
The revised timetable is all set to be published on 8th of July, 2013. It would set out a framework for English children studying in state schools aged between 5-14 years. On the contrary the curriculum is least likely to have an impact on secondary schools. The Prime Minister has opined on the curriculum and have stated that it would be a more engaging, rigorous and tougher syllabus than the those that prevailed before.
On the other hand Michael Gove, the education Secretary has added that the new curriculum is deemed to strengthen the foundation of learning; thus initiating advanced and vital skills which are needed by the business world as well as universities desperately seeking refurbishment. Additional skills in conceptualising mathematical models, solving problems, essay writing and computer programming are highly in demand today. The curriculum is set to break free the conventions of the traditional syllabus which would hardly do any good especially when a dearth of knowledge and skills is bringing upon a dent in the academic sphere.
Gove added that laying an emphasis on seeking basic skills and knowledge would ultimately help English schools to compete with their international counterparts. It is believed that the curriculum would bring upon a massive change in mathematics as an advanced level of arithmetic is to be introduced for students at an early age. Pupils will also be asked to memorise their 12 time table as they turn 9.
An added emphasis on a global level of competitiveness is all set to bring upon changes in technology and design as students will be taught how the former has lead to innovation and the birth of the digital industry. Furthermore, students will also be taught on robotics and 3D printing. Inventor, Sir James Dyson has told that the revised curriculum would help students gain a practical understanding on mathematics and science, the most pivotal subjects.
While computing would centre round the apps culture and digital start-ups, where pupils would learn how to code, Sir Dyson has also claimed that in case of science, the content would be more robust and informative. Additionally, the curriculum would also emphasise on national identity and English history.
Quite in the opposite of the above mentioned opinions, there are reports that opponents are raising their voice against this new curriculum as they believe that the proposed alterations are expected to be very outmoded.
Wellington College’s head master, Anthony Seldon has praised the idea of adopting a new academic curriculum because he believes that this new educational approach is more challenging than the former ones and is set to open new avenues for students. He has even added that the new syllabus would provide “building blocks” for advanced ideas in different educational fields.
“Imparting core knowledge” is the sole objective of creating such competitive and robust curriculum. ASCL head teacher’s union Brian Lightman has said that the Government requires considering immediate steps to involve head teachers while the new curriculum is put into practice. On the other hand ATL teacher’s union leader, Mary Bousted has accused the approach with which such radical changes are deemed to take place. She has condemned it as unrealistic.