The Challenging Curriculum in England
The development of education systems and progress in England has run so firmly established. The new curriculum will challenge the teacher to provide for the needs of students in face of later life in modern Britannia. This can be an advantage for the teacher to develop and force them in collaborate on all of the aspects to gain the attainment targets. In terms of education, this will be the best moment to achieve a higher expectation for the teacher to develop the student's competence based on the new curriculum.
These programs obviously aim at the development of pupils’ competence, especially in numeracy, mathematics, language, and literacy across the school curriculum. The attainment targets are for all subjects from the range of 5 years old to 16 years old.
The role of teachers in this curriculum is absolutely important. Instead of using the conventional ways, they must find new techniques and a social-technology approach to teaching according to the basic foundation of the new curriculum. In this curriculum, teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard and also an obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.
In addition to this curriculum, teachers should take account of their duties under equal opportunities legislation that covers; race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.
The school has an obligation to prepare and introduce this new national curriculum in England massively. The statutory national curriculum needs the school to actively play the role to spread broadly this knowledge, they are; schools must provide access to a minimum of one course in each of the four entitlement areas (the arts, design and technology, the humanities, and the modern foreign language), schools must provide the opportunity for the pupil to take a course in all four areas should they wish to do so, a course that meets the entitlement requirements must give pupils the opportunity to obtain an approved qualification.
All state-funded schools must offer a curriculum that is balanced and broadly based and which:
Promotes the spiritual, moral, cultural, mental, and physical development of pupils at the school and in society, also
Prepares pupils at the school for the opportunities, responsibilities, and experiences of later life
The structure of the national curriculum, in terms of which subjects are compulsory at each key stage, is set out in the table below:
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| The New Curriculum in England |
http://www.gov.uk/dfe/nationalcurriculum.
A wide range of pupils have special educational needs, many of whom also have disabilities. The lesson should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum. The SEN Code of practice includes advice on approaches to the identification of needs that can support this. A minority of pupils will need access to specialist equipment and different approaches and the Sen code of practice outlines give the needs to be done for them.
In the end, all elements that have roles in this national curriculum must realize that this is just only the beginning. The real challenge lies with the teachers who will make this project successful.
Source: Research by writer
