A curriculum without foundation

Abstract

Peter Tymms has written recently (BERJ, August 2004) on the subject of measuring whether standards are rising in English and mathematics in primary schools based on pupil outcomes from national end of key stage tests. This article takes the position that the performance data debate is an interesting one but peripheral to a far bigger issue. Whether measurable (by standardised testing at ages 7 and 11) national standards in English and mathematics have risen or not, does not justify the drastic reduction of the intended ‘broad and balanced’ curriculum which has taken place to try to achieve the national percentage targets. The curriculum data on which the authors base their findings are supplied by the Qualifications and Curriculum Authority's own longitudinal monitoring of the school curriculum which has been carried out by the authors from 1996 to 2004.

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

“…Although there are differences in approaches and emphases at different stages of education (e.g., younger children in primary/ elementary education and older students in secondary education) commonalities include a narrowing of the curriculum to focus on tested material, regular test practice and feedback, teaching test-taking and studytaking skills, and timetabling additional preparation sessions (Au, 2007;Barksdale-Ladd & Thomas, 2000;Boyle & Bragg, 2006Gulek, 2003;Putwain, 2008;Johnson & Crisp, 2009;Troman, 2008). It is perhaps, no surprise that teachers and school managers also communicate to students the importance of performing well on high-stakes tests and examinations; how they can influence one's life trajectory, one's sense of self-worth, and helping to fulfill one's educational or occupational aspirations (Putwain, 2009;Putwain & Roberts, 2009).…”

Strengthening ‘the foundations’ of the primary school curriculum

“…Moreover, funding for this provision then ended and teachers once more found themselves faced with a situation where their ITT was 'insufficient' and their CPD was 'ineffective' (Harris, Cale & Musson, 2011, p.378). A final point worth reiterating here is the competition between subjects within the primary curriculum and, as was highlighted in the introduction, priority tends to be given to the core subjects of Maths, English and Science (Boyle and Bragg, 2006). Thus, an additional reason for the low uptake of the PE-CPD courses that were on offer, as identified by the trainees in this research, might be that priority was given to CPD in other curriculum areas.…”

Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren

“…A National Union of Teachers survey (Neill, 2002) reported mixed views. While teachers thought there were potential benefits to be had from testing and could help prepare children for secondary school, too much pressure was placed on children, including pressure exerted by parents, and a narrowing of the curriculum resulted from the additional time spent in preparing pupils for SATs (see also Boyle & Bragg, 2006, 2008. Many of these conclusions are supported by a recent Welcome Trust report focusing on science SATs only before they were discontinued (Murphy et al, 2010).…”