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essay代写-National curriculum reform in the UK

2019-03-14 | 来源:51due教员组 | 类别:Essay代写范文

本篇essay代写- National curriculum reform in the UK讨论了英国国家课程的改革英国的国家课程诞生于1988年,后来进行了多次改革,而最近一次的改革则是从2011120日开始的,当时相关的证据表明英国迫切需要改革国家课程的性质和管理,并且小学课程过于饱满,中学课程的学习计划过于复杂,对于教学内容缺乏明确、简洁的说明。此次国家课程改革的直接导火索是英国学生在国际测评中的表现不佳。本篇essay代写51due代写平台整理,供大家参考阅读。

National curriculum reform,英国国家课程改革,essay代写,代写,paper代写

The national curriculum was created in 1988 and has since undergone several reforms, the most recent of which was announced on 20 January 2011 by Michael gove, then education secretary. Michael gove said: "our national curriculum is not up to par and we are drowning in international league tables. The pace of economic and technological change is accelerating, and our children have been left behind. Relevant evidence shows that the UK urgently needs to reform the nature and management of national curriculum, and the primary curriculum is too full, the secondary curriculum learning plan is too complex, and the teaching content lacks clear and concise explanation.

The immediate trigger for the national curriculum reform was the poor performance of British students in international tests. Both the Pisa and the trends in maths and science are unsatisfactory for British students. For example, according to the 2012 PISA results, British students ranked 26th in mathematics, 23rd in reading and 21st in science. TIMSS scores have also been falling, particularly in the 2011 test, where 10-year-olds and 14-year-olds did worse in maths and science than they did in 2007.

A variety of factors contributed to the national curriculum reform. Since Michael gove announced the national curriculum reform, the department for education has set up an advisory committee and expert group to provide expert advice on the national curriculum reform. The advisory committee and the expert group, composed of experts and eminent scholars from the field of education, are tasked with supporting the ministry of education in reviewing national curricula, making recommendations for national curriculum reform, and preparing new national curriculum learning plans and achieving goals. It took nearly a year for the expert group to write the national curriculum framework -- the expert group's national curriculum review report. At the same time, the department for education held an open public debate on the reform of the national curriculum to solicit and listen to public opinions. In general, the department of education of the United Kingdom organized three large-scale social consultations, which attracted extensive attention and participation from people from all walks of life and laid a good social foundation for the national curriculum reform. On September 11, 2013, Michael gove unveiled the new national curriculum framework, which marks the end of the national curriculum reform and will soon enter the implementation stage of the new national curriculum. Most of the subjects in the new national curriculum were introduced in September 2014, but English, maths and science for the second to sixth school years and key stage 4 began in September 2015.

Throughout the UK a new round of national curriculum reform, after national curriculum reform put forward, the national curriculum reform of consulting experts, the national curriculum reform social consulting as well as national curriculum documents of four phases, comply with the general program of English education policy, the policy issues of social debate, policy, expert consultation, the text.

The national curriculum assessment (nce), a series of assessments commonly known as standardized achievement tests (sats) or standard assessment tests (sats) to assess the achievement levels of pupils in England's public schools, forms a mix of age-based, teacher-led and test-based assessments. With the implementation of the new national curriculum, the national curriculum assessment of the United Kingdom has also undergone a corresponding change, mainly canceling the national level test, and stipulating that the school should formulate the curriculum assessment suitable for students' development according to the actual situation of the school. A year into the new national curriculum, the department for education and the office for national statistics have assessed the national curriculum at key stage 2.

It can be seen from the national curriculum test results of key stage 2 in 2015 that the scores of most subjects in the national curriculum have been improved. Compared with 2014, 80% of students reached level 4 or above in reading, writing and mathematics. Test scores for grammar, punctuation and spelling increased by 4%. Maths and writing increased by 2% and 1% respectively.

In terms of reading scores, compared with 2014, there was no change in the proportion of students whose test scores reached level 4 or above in 2015. Compared with 83% in 2010 and 67% in 1997, there was a significant upward trend. The proportion reaching level 4b or above increased by 2 percentage points to 80%. The proportion reaching level 5 or above increased by 1%; there was no significant change in the proportion reaching level 6. But from 2016, grades will be based on a grade-point system, rather than a level or sub-level system.

Test scores for grammar, punctuation and spelling improved in 2015, but the proportion of students achieving level 4 or above remained lower than in other subjects.

Compared with 2014, the percentage of students who scored level 4 on math tests increased by 1% to 87%. The proportion reaching level 4b and above continues to grow, reaching 77%. There was no significant change in the proportion reaching level 5 and above.

From the test results of national curriculum, compared with 2014, the test results of national curriculum in the UK in 2015 were mostly on the rise, with slightly improved results. It can be said that the new national curriculum implemented in the UK has achieved initial results.

Although some achievements have been made in the national curriculum reform in the UK, an in-depth analysis of the national curriculum test results in key stage 2 shows that there are significant differences in the test results among different school types, regions and genders.

Charter and free schools as a group performed at roughly the same level as public schools. Specifically, in terms of reading, writing and mathematics, about 80% reach level 4 or above, while 23% reach level 5 or above. The difference in progress in reading, writing and maths was just 1 per cent. Compared with all the sponsored schools, the percentage of students who achieved level 4 or above and level 5 or above in reading, writing and mathematics was higher, and the gap between the two was larger, with a difference of 13% and 12% respectively. In addition, there were differences between the two school types in achieving the expected progress in reading, writing and mathematics, with a difference of 3% to 5%, less than the difference in achievement.

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