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The issue explained: Secondary school curriculum reform

Donald MacLeod looks at what 11 to 14-year-old pupils can expect to learn under the latest reforms to the secondary school curriculum

Thursday July 12, 2007
EducationGuardian.co.uk

The government’s exams watchdog, the Qualifications and Curriculum Authority (QCA), today launched a new slimmed-down curriculum for 11 to 14-year-old pupils which it says will give teachers greater freedom in the classroom.The new programmes of study for teaching from September 2008 will go out to schools in England in September after approval by parliament. There will then be a three-year period from 2008-10 for schools to implement the new programmes of study.

These are the proposed subject changes.

History
The QCA is proposing an extremely broad curriculum to « ensure that all pupils can identify and understand the major events, changes and developments in British, European and world history covering at least the medieval, early modern, industrial and twentieth-century periods ».

Topics include the first and second world wars, the Holocaust « and other genocides », the British Empire and slave trade and the history of the European Union and United Nations. There is no specific mention of the Wars of the Roses, Elizabeth I or Henry VIII and his wives.

The QCA suggests that a « study of the political and cultural achievements of the Islamic states from 600 to 1600 could provide a contrasting overview of the medieval period in Britain; a study of the British Empire could be extended by comparing it with other empires, such as the Roman Empire.

« The impact through time of the movement and settlement of diverse peoples to, from and within the British Isles: This includes studying the wide cultural, social and ethnic diversity of Britain from the Middle Ages to the twentieth century and how this has helped shape Britain’s Identity. »

English
Newspapers and websites join Shakespeare and the greats of English literature. Pupils will be taught to read critically, for instance to distinguish fact and opinion, and to write coherently and grammatically, but teachers can also look at « multimodal texts » that combine written, aural and visual, for example the combination of words and images in a newspaper or words, images, video clips and sound on a website.

In addition to at least one play by Shakespeare, teachers are given lists of contemporary, 20th century and older authors to draw on.

Pre-20th century
Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Brontë, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray, Thomas Hardy, John Keats, John Masefield, Christina Rossetti, William Shakespeare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth.

20th century
WH Auden, Robert Bolt, TS Eliot, Robert Frost, William Golding, Graham Greene, Seamus Heaney, Ted Hughes, Elizabeth Jennings, Philip Larkin, DH Lawrence, Ursula Le Guin, Jack London, George Orwell, Wilfred Owen, Sylvia Plath, Siegfried Sassoon, George Bernard Shaw, RC Sherriff, Dylan Thomas, RS Thomas and John Wyndham.

Contemporary
Douglas Adams, Richard Adams, David Almond, Simon Armitage, Bernard Ashley, Jean M Auel, Malorie Blackman, Alan Bennett, Henrietta Branford, Charles Causley, Brian Clark, Frank Cottrell Boyce, Berlie Doherty, Carol Ann Duffy, Alan Garner, Alan Gibbons, Morris Gleitzman, Willis Hall, Adrian Henri, Susan Hill, Anthony Horowitz, Janni Howker, Jackie Kay, Elizabeth Laird, Joan Lingard, Roger McGough, Michelle Magorian, Jan Mark, Adrian Mitchell, Michael Morpurgo, Brian Patten, Peter Porter, Philip Pullman, Celia Rees, Philip Reeve, Michael Rosen, Willy Russell, Louis Sachar, Marcus Sedgewick, Dodie Smith, Robert Swindells and Robert Westall.

Geography
This subject « inspires pupils to become global citizens by exploring their own place in the world ». Topics which should be covered by 11 to 14-year-olds include climate change and understanding cultural diversity. Pupils should be able to use fieldwork tools, such as data logging weather stations, and read maps. They should study different parts of the world, including the European Union and develop a knowledge of where places are and how natural landscapes are formed.

Mathematics
The new curriculum programme of study states that maths is « a creative discipline » with an « international » language. It expects children to use calculators but to be able to estimate answers and check results. Children will cover key concepts including algebra, linear equations, proportions, ratios and rounding. Pupils could be taught maths through planning a holiday budget, and measuring for home improvements.

Science
Lessons for 11 to 14-year-olds should cover the ethical and moral implications of science as well as the key methods of practical lab work. The cultural background of science Issues such as genetic engineering of plants and animals and the use of nuclear energy should be weighed up for their ethical implications. Children should learn about the importance of healthy eating and regular exercise, as well as « the effects of drugs such as alcohol, tobacco and cannabis on mental and physical health ». Sexual health and infections should be studied.

Modern languages
In addition to the traditional French or German pupils will be able (in theory) to take languages such as Russian, Mandarin, Japanese, Arabic and Urdu. Lessons should help children develop « intercultural understanding » – learning how different cultures see the world in terms of religion, social customs and reactions to world events.

Related articles
12.07.2007: School curriculum to make room for new subjects
08.05.2007: Schools urged to teach basic skills
16.02.2007: Classic authors ‘too difficult’ for 11-14 age group
06.02.2007: Birdwatching and cookery on personalised school timetable
05.02.2007: Teachers offered more freedom to tailor lessons
05.02.2007: Shakespeare and algebra are a must for all pupils, schools told
04.02.2007: Go-ahead for schools to drop EU languages
02.02.2007: Compulsory history lessons on Britain’s role in slavery
02.02.2007: Geography lessons to include climate change

The issue explained
05.02.2007: What do the curriculum changes mean?

http://www.lancscc.gov.uk/environment/envpolicy/education/background.asp?print=yes

What is Education for Sustainable Development (ESD)?

Education for Sustainable Development is an essential element of what we should be teaching our children and is a theme that runs right through the English National curriculum. The Government Panel for Sustainable Development Education developed the following definition in 1999.

Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally that will improve the quality of life now without damaging the planet for the future.

The concept of ESD includes:

Developing an understanding of the need to maintain and improve the quality of life now without damaging the planet for future generations; and

Developing essential life skills crucial for children and young people to understand and appreciate the effect of their actions on their own lives, the lives of others, and on the environment.

Education for sustainable development can be defined in many ways but it can be useful to consider it in terms of seven interrelated concepts that were developed by the Government Panel for Sustainable Development Education.

liens vers d’autres sites

http://www.teachernet.gov.uk/sustainableschools/

How bad are children’s diets?

Cucumber may be more of a rarity than crisps for today’s children

Research carried out by the British Heart Foundation suggests that many children no longer see a packet of crisps or a chocolate bar as a well-earned « treat ». Such foods, the charity suggests, have simply become part of everyday life. The whole concept of the treat now seems something of an anachronism in a society in which, some moan, we all expect instant gratification.

And children, it appears, are no exception. There is general consensus that children have more: more toys, more trips – and more tasty titbits.

« Food has become a way for parents to express their love for the child, » says paediatric dietician Judy More.

« For those on lower incomes, it’s also a very cheap way to do so – a bar of chocolate, a packet of crisps, these don’t cost very much. But middle class families equally use low nutrient or less nutritious foods as a means to indulge their kids. »

Don’t eat that

The diet of the modern child has become a source of much soul-searching, if not, some suggest, moral panic.

Blamed not just for obesity, the sugar, salt and fat our youngsters pack away has been cited as the cause of a whole host of ills from lack of concentration in the classroom to violence on the streets.

THE FOOD COMMISSION RECOMMENDS: Boys aged 15-18: 107g of fat, 34g of saturated fat, 81g of sugar, 7g of salt Girls aged 15-18: 82g of fat, 26g of saturated fat, 62g of sugar, 5g of salt Boys aged 11-14: 86g of fat, 27g of saturated fat, 65g of sugar, 6g of salt Girls aged 11-14: 72g of fat, 23g of saturated fat, 54g of sugar, 6g of salt

But while food – and the fast variety in particular – may have become a convenient scapegoat for many modern anxieties, it is accepted that the diet of a child growing up in the 1950s was probably superior to that of his modern counterpart.

Despite the post-war shortages they ate more bread and milk, seeing to their fibre and calcium needs, and took in far less refined sugar in the form of soft drinks and sweets.

The most recent survey of the nation’s nutrition suggests such sugars constitute 16% of an average’s youngsters diet, significantly more than desirable.

Children 60 years ago probably ate in excess of today’s recommended daily intake of fruit and vegetables – less than half of children now meet the much touted five portion rule.

The 1950s generation also ate more red meat, which is an important source of iron. Many UK children do not currently meet the recommended daily amount of the mineral, which is essential for growth and development.

But ironically, despite the fact that today’s children no longer see crisps as a treat, the older generation probably consumed more fat.

It is here that some of the messages aimed at adult health may get confused with those for children today.

Red meat, cheese and full-fat milk are seen as no-go areas for grown-ups watching their weight, but, as part of a diet also rich in fruit and vegetables, they should feature in what a child consumes, nutritionists say.

Dairy products are rich in calcium, needed for growth and maintenance of bones and teeth.

Playtime

The 1950s child also took more exercise, and the balance between food and energy expenditure is a key one.

But however much a child runs around, if he is stoked up solely on crisps and chocolate his long-term health outlook is unlikely to be rosy. His teeth may not be much to look at either.

We shouldn’t overestimate the scale of the problem, but for plenty of kids out there chips and chocolate have become a way of life – and that needs to change Lisa Miles British Nutrition Foundation

So what next?

Industry says it is making changes: the fat content of children’s favourites like crisps has been reduced, while king size chocolate bars have gone.

But some parents want more government legislation to help them say no to « pester power » in the supermarkets, where chocolate and sweets, they complain, are so often placed right at their offspring’s eye-level.

The British Heart Foundation is for instance demanding a full ban on marketing what they describe as « junk food » to children, and wants food companies to stop putting games and competitions on labels and websites.

But such government intervention can lead to accusations of nanny statism, and their impact is not always clear.

« It’s too simplistic to blame advertising, » says nutrition scientist Lisa Miles at the British Nutrition Foundation.

« There is room for the government to act, but families have a responsibility too. We shouldn’t overestimate the scale of the problem, but for plenty of kids out there chips and chocolate have become a way of life – and that needs to change. »