Philippines Curriculum development

112 INTRODUCTION ________ __legislation and ____ The education sector (along with other government agencies) has the task of contributing to the achievement of national development goals espoused in the countrys development plan. The general purpose and goals of education in the Philippines have been cited in the national constitution. Section 3(2), Article XIV of the Constitutionstates that:All educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency. These goals have been translated into educational policies and further elaborated as the basic (elementary and secondary) education framework. Elementary and secondary education The 1982 Education Act identifies the aims of both elementary and secondary education. For elementary education, the aims are: (a) to provide the knowledge and develop the skills, attitudes and values essential to personal development and necessary for living in and contributing to a developing and changing social milieu; (b) to provide learning experiences which increase the childs awareness of and responsiveness to the changes in and just demands of society and to prepare him/her for constructive and effective involvement; (c) to promote and intensify the childs knowledge of, identification with, and love for the nation and the people to which he/she belongs; and (d) to promote work experiences which develop the childs orientation to the world of work and creativity and prepare him/her to engage in honest and gainful work. The regional level basic education aims and objectives reflect those at the national level, but are modified to suit local conditions and concerns. For secondary education the aims are: (a) the provision of general education that was started at the elementary level; and (b) the preparation of students for college and/or the world of work. Estimated population (1995) Public expenditure on education as percentage of Gross National Product (1995) Duration of compulsory education (years) 67,800,000 2.2 6 Primary or basic education Pupils enrolled (1995) Teachers (1995) Pupil/teacher ratio Gross enrolment ratio (1995) Total Male Female Net enrolment ratio (1995) Total Male Female Estimated percentage of repeaters (1992)1

Estimated percentage of drop-outs (1995) School-age population out of school (1995) 11,541,570 35 :1 107 108 107 90 89 91 2 30 1,000,000 Secondary education Students enrolled (1995) Gross enrolment ratio (1995) Total Male Female 4,809,863 79 Third-level enrolment ratio (1995) 29.7 Estimated adult literacy rate (1995) Total Male Female 95 95 94 Notes: 1. Last year available. Philippines Curriculum development Bella O. Marias and Maria Pelagia Ditapat Source: UNESCO statistical yearbook, 1998, Paris 113 Curriculum policies and legislation Curriculum policies are usually set forth by the Department of Education, Culture and Sports through various orders, circulars, memoranda and bulletins. They are aligned with national priorities and contribute to the achievement of development goals. However, several laws passed by the national legislature specifically relate to the school curriculum: Section 3(10), Article XIV of the Constitution mandates the study of the Philippine Constitution; Section 6, Article XIV, designates Filipino as the language of instruction; Section 19(2), Article XIV, states that: All educational institutions throughout the country shall undertake regular sports activities in cooperation with athletic clubs and other sectors. Republic Act No 4723 mandates music teaching in the schools. The most recent curriculum-specific laws designate: (a) lengthening of the school calendar from 185 to not less than 200 school days per school year; and (b) integration of concepts on human rights, the environment, dangerous drugs and computer education. The Basic Education System Basic education in the Philippines is free and compulsory at the elementary level only. The basic education system

in the Philippines is composed of six years of elementary and four years of secondary educationa total of ten years. Compared to many countries, this is a relatively short time period. Filipinos complete their basic education at the age of 16 or 17 years. They then proceed to institutions of higher learning to obtain a post-secondary vocational/ technical institution degree or a certificate. Table 1 provides a general overview of the countrys basic educationsituation. Elementary and secondary schools are either government- supported or privately-funded. At the elementary level, the government schools constitute 92% of the total; at the secondary level, their share is 60%. The school year in the Philippines begins on the first Monday of June and ends on the last Friday of March. The school year for the elementary and secondary levels consist of not less than 40 weeks or 200 days. Class sessions are held Monday to Friday and the school year is divided into four grading periods. Administrative structures of curriculum development The education system is decentralized. The central/national office is engaged in policy formulation; while the regional and the division offices are the implementing bodies. Supervision of schools is accomplished at the regional and sub-regional levels. THE CURRICULUM DEVELOPMENT PROCESS Administrative structures of curriculum development Development of the basic education level curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, Curriculum Development Divisions. This bureau defines the learning competencies for the different subject areas; conceptualizes the structure of the curriculum; formulates national curricular policies. These functions are exercised in consultation with other agencies and sectors of society (e.g. industry, socio-civic groups, teacher-training institutions, professional organizations, school administrators, parents, students, etc.). The subject offerings, credit points and time allotments for the different subject areas are also determined at the national level. In this sense, a national curriculum exists in the Philippines. However, while curriculum implementation guidelines are issued at the national level, the actual implementation is left to schoolteachers. They determine the resources to be used; teaching and assessment strategies and other processes. Furthermore, schools have the option to modify the national curriculum (e.g. content, sequence and teaching strategies) in order to ensure that the curriculum responds to local concerns. Language of instruction A bilingual policy is in use whereby both English and Filipino are instructional mediums. At the elementary level, English language, science and health are taught in English; while Filipino, civics and culture, good manners and right conduct (GMRC/character education), home economics, livelihood education, music, art and physical education are taught in Filipino. At the secondary level, English language, science, mathematics, technology and home economics are taught in English; while social stud ies, values education, physical education, health and music are taught in Filipino. TABLE 1. The Philippine basic education system Indicator Elementary Secondary Total Number of schools 38,631 6,673 45,304 Enrolment 9,354,451 3,940,587 13,295,038 Number of teachers 334,822 146,102 480,924 Number of children per class 34 32 Enrolment rate 92.70% 62.25% Source: Office of Planning Service, 1998 114 Curriculum design The approach to curriculum design in the country is based on content topic and competency. The Department of Education, Culture and Sports (DECS) prescribes competencies for the subject areas in all the grade/year levels. The DECS Bureau of Elementary and Secondary Education develops, publishes and disseminates these learning competencies to the field. Most of the subject/learning areas have a list of learning competencies expected to be mastered by the children at the end of each grade/year level and also at the end of elementary/secondary schooling. Some subject/learning areas have a combination of both (i.e. learning competencies under each content/topic). The curriculum is designed to be interpreted by teachers and implemented with variations. Schools are encouraged to innovate and enrich or adapt, as along as they have met the basic requirements of the curriculum. In this context, the regional science high schools offer an enriched science and mathematics

programme whereby students take additional science and mathematics subjects. In some private schools, English, science and mathematics subjects are taken in lieu of values education; this is because subjects like religion, moral values and ethics already have been incorporated. In addition, students are required to participate in co-curricular activities. These are managed by students with the teacher as facilitator/moderator (see Table 2). Teaching methods and learning activities The curriculum plan (learning competencies) does notpresent teaching methods and learning activities that teachers must follow in implementing the curriculum. Theguiding philosophy is that the creativity of teachers is stimulated by the option to plan and use the appropriateteaching/learning activities independently. However,teachers manuals or guides do incorporate higher-levelcontent areas and suggestions for teaching and assessing. Learning materials Until 1987, the government directly managed and supervisedthe production and distribution of textbooks and manuals through the Instructional Materials DevelopmentCouncil (IMDC). However, this responsibility was transferredto private publishers with the passage of the Book Publishing Industry Development Act (RA 8047). This Act also provided for the adoption of multiple rather than single textbooks. Currently, learning materials and textbooks developed by the private sector are submitted for evaluation to the Instructional Materials Council Secretariat (IMCS)an agency attached to DECS. Approved textbooks are listed in a catalogue from which schoolteachers and principals select those that are to be purchased for their respective schools. Other teaching/learning support materials available in the schools include guides or manuals, teacher support/, workbooks for students, apparatus for science and technology, and home economics, video and cassette tapes, educational computer software, charts, maps and models. All of these must also be submitted for evaluation at the national level before they can be released for purchased for school level use. Evaluation At the national level, the National Educational Testing and Research Centre (NETRC) has the task of administering the national achievement tests to students leaving the education sector. For grade VI this means administering the national elementary achievement test and, for year IV, the national secondary assessment test. The tests cover five subject areas and are based on the elementary and secondary level learning competencies. The examinations are administered annually, towards the end of the school year. The results provide the bases for policy formulation and educational reforms. At the regional and division levels, diagnostic and achievement tests are administered to a sample group depending on the availability of funds. No examination is required for admission to public secondary schools. The purposes of the school-based assessments are: (a) to improve the teaching/learning process; (b) to identify students strengths and weaknesses; (c) to determine the students subject area performance and/or achievement levels and; (d) to report student progress to parents. Although there are four periods annually at both elementary and secondary levels where students are examined in each subject, formative and summative evaluation are undertaken regularly. Paper and pencil tests are the most common forms of examination in the schools. ISSUES AND CONCERNS IN CURRICULUM DEVELOPMENT Issues and concerns abound in almost every aspect of the Philippine curriculum development and implementation process and at every bureaucratic level. Several of these are described below. Table 4 provides an overview of the curriculum decision-making process. 115 116 117 118 Design In addition to the fact that the Philippines has one of the shortest time spans for the completion of basic education, studies point to curriculum overcrowding. Every day, learners must study and do homework in seven of the eight subject areas. When combined with the learning competencies required for each grade/year level, this has proven to be excessive. Reports that science and mathematics content cannot be completed in one school year have confirmed this observation. In this context, a backlog occurs and a carry-over of the previous years content and competencies to the following school year adversely affects the teaching/learning process. Furthermore, the

scope and sequencing of education (from elementary to secondary level) have also been identified as design defects. Here, content and skills gapsas well as overlaps and duplicationshave emerged. While overlap and duplication further aggravate the curriculum overload, the gaps have helped to produce elementary school graduates who are not entirely ready for secondary school.Frequently, the inability to limit the number of core or basic subjects has led to curriculum overload. The national examinations are limited to the five subject areas of English, Filipino, science, mathematics and social studies. Very few concepts are included from other subject areas. However, lobby pressure from professional groups to include or increase the time allotments for other subjects has had an impact (i.e. subject area practitioners who demand home economics teaching for both sexes, or an increased time allotment for physical education) with the result that programming problems have occurred. Implementation For the nationwide implementation of the present school curriculum, there has been massive training of schoolteachers and orientation of school heads and supervisors. However, the national-level training of trainers programme was watered down at the regional and division levels and this affected the school implementation. Another major concern is the availability of instructional materialsmost of the time there are none or, if available, they are inadequate. The instructional materials deficit includes not only the students textbooks and teachers manuals, but also science and vocational subject facilities, equipment/apparatus and supplementary teaching/learning materials. Other barriers to effective curriculum implementation are large classes, teacher availability (for the specialized secondary subject areas) and quality of instructional supervision. Follow-up Three main concerns regarding the institutionalization of curriculum reforms are the quality of local leadership, monitoring and evaluation, and sustainability. Local leadership is critical to a smooth reform implementation. Since the local/field offices are the implementing bodies, institutionalization of the reform is dependent on their priorities and capabilities. Unfortunately, curriculum improvement is often a low priority for local education leaders. The result is curricular reform misimplementation; or misinterpretation of guidelines and procedures. Monitoring and evaluation of curriculum implementation are also key activities that are not effectively attended to. For example, not all the elementary schools are visited because there are so many of them. Also, the secondary schools are seldom visited because supervisors are unable to provide technical assistance on specialized subject matter. While supervisors at the regional level are subject specialists, those at the division level are mostly generalists. Because most reforms are foreign-funded, post-funding,sustainability is usually a concern. Sustainability concerns encompass not only the financial aspectsrather more frequently, it is the technical and management aspects that are problematic. In most cases, the success of a reform depends on the quality and feasibility of the proposals/ plans for sustainability. CURRICULAR REFORMS IN THE PHILIPPINES Reform rationale The results of a comprehensive appraisal of the Philippines education system revealed that a great deal was desired as far as the quality of education_was concerned. There was a need for students to develop higher critical, logical thinking skills; communication skills, values development and/or general manual skills for higher education or the world of work. It was also projected that, due to financial difficulties, students would remain in the government schools and families would begin to move away from the private schools to less expensive public schools. Therefore, the public school sector had to be prepared to accept anyone wishing to complete basic education. The comprehensive appraisal reports became the basic reference documents for improving the quality and efficiency of the education system, and enhancing its utility in terms of access and equity. Finally, it was recognized that, unless greatly improved, the systems existing capacity would be unable to cope with the educational demands generated by the escalating competitiveness of a growing technological society. Thus, the curricular reforms were also undertaken in order to meet the constant new demands being made on the system. Reform implementation The reforms were implemented after project preparation was undertaken (with the assistance of a foreign-funding organization). Two major initiatives were launched. Both were geared towards _________ ________________________ improvements in education sector performanceduring and beyond the project cycle. New curricula, with mass training of teachers, were components of the Program for Decentralized Education (PRODED) and the Secondary Education Development Program (SEDP) which focused on the elementary and secondary levels, respectively. The PRODED was funded with a loan from the International

Bank for Reconstruction and Development(IBRD). The project aimed to introduce improvements in 119 policy, management and other sectoral concerns in order to achieve greater efficiency and effectiveness in the operation and administration of the elementary education system. One of the sub-projects was curriculum development. The SEDP was premised on the fact that the PRODED would bring about higher quality and an increased secondary education student intake. After six years of implementation of the new elementary education curriculum, the 1989 elementary school graduates became the first students for the new secondary education curriculum. Outcomes The reforms at the elementary and secondary levels have been implemented over the last fifteen and nine years, respectively. Current indicators are that PRODED and SEDP have indeed succeeded in improving the quality of basic education and in making the sector more effective and efficient in the delivery of basic educational services. As for outcomes related to the implementation and management of reform, the PRODED and SEDP have meant added responsibilities and accountability for all those involvedfrom policy makers to programme implementers and target beneficiaries. Mechanisms and structures needed for the efficient implementation of the reforms have been given priority. Competencies of those involved in curriculum development and implementation are upgraded regularly, so that they may discharge their functions and responsibilities more effectively. Lessons learned from the reform implementation are providing useful baseline information for future reform and development programmes. The curriculum is continuously undergoing refinement to ensure its relevance to changing needs and demands. The ongoing basic education curriculum review has provided for more indepth indigenization/ localization of the curriculum and integration of information technology or multimedia resources in the teaching/ learning process. Benchmarking has provided valuable and reliable data about school and student performance. At this point in time, significant improvements in the learners and schools performances have been recorded. See Table 2 for an overview of curricula. Future prospects In the context of international assessments, the educational performance of the Philippines still needs a lot of improvement. The need for the curriculum to develop students who are globally competitive is another factor with which the educational sector will have to contend in the future.

BUREAU OF SECONDARY EDUCATION

By the Third Millennium, every Filipino youth shall further enjoy a better quality of life due to access to quality secondary education, good spiritual and moral life, economic stability, relevant cultural values, comprehensive work skills, strong sense of national identity and successful adjustment to his rapidly changing environment. Curriculum Development Division The CDD coordinates research projects on curriculum innovations which are initiated by the Bureau for implementation in the field. Staff Development Division The SDD formulates plans and programs to upgrade the competencies of the teaching and non-teaching staff of secondary schools. Population Education Unit The Pop-Ed unit is asked to provide an understanding of population-related matters and issues to enable individuals to make rational and responsible decisions concerning them.

Key Programs GASTPE (Government Assistance to Student and Teachers in Private Education) The Government through the Education Service Contracting (ESC) Scheme and the Tuition Fee Supplement (TFS) has entered into a contract with the private schools in order to accommodate those who otherwise will not be able to avail of free public secondary education. As of January 15, 1999, the ESC has 374,918 student beneficiaries in 1,122

participating schools, while the TSF has 162,966 grantees in 638 participating schools. CS-PST (Community Service and Public Safety Training) This is a pilot program on community service and public safety training in six (6) tryout schools, both public and private, particularly in CAR, Central Visayas and Southern Mindanao, to further address the need for curriculum relevance. TSD-MCP (Thinking Skills Development for Maximized Cognitive Performance) A research and development program which aims to improve high school students' cognitive skills through the purposeful teaching of thinking skills. It was previously tried out in six (6) schools. Teacher Training Programs At the institutional level, efficiency requires the upgrading of teacher competence in order to improve performance, that is, the quality of teaching. Science and technology specialists are being trained on the improvisation and utilization of science and technology equipments. POP-ED Network staff were also trained to enhance their capability in the use of updated software and other communication services. Adopt-A-School Program A school-industry partnership between the private sector and the government in order to provide all the resources the public system needs. SIP (Self-Instructional Packages) in SRA (Social Reform Agenda) Provinces The program provides instructional materials to prevent students from quitting schools due to poverty or illness. It provides them opportunities to make up for missed lessons and complete their high school education. BP-OSA (Balik-Paaralan Para Sa Out-Of-School Adults) Age need not be a deterring factor for those who wish to pursue secondary education. The BP-OSA is a novel alternative delivery system that provides our-of-school adults high school education and assistance on entrepreneurial and employable skills for initial job opportunity. There are presently 31 secondary schools all over the country serving almost 1,381 adult learner. Project EASE (Effective and Affordable Secondary Education) The project caters for students who cannot attend class regularly due to personal, economic or financial reasons. It intends to complement the existing formal system to make secondary education more accessible to students in disadvantaged situation. By providing modules, an EASE student can enter into a contract with the school to study at home for a period of time until became ready to return of formal school system. School Based Education This is a departure from the conventional external evaluation that is commonly administered to measure the performance of the school in general and the learners in particular. The advantage of the school-based evaluation is that it is initiated, planned and implemented by the principal and the teachers themselves. The program is being tried out in two (2) schools in Region I, but is limited to the area of Mathematics. Indigenization/Localization of the Secondary Education Curriculum The project focuses on the relevance of the curriculum to the local culture. It took off with a national workshop on the development of curriculum frameworks and sample lesson plans in eight (8) subject areas. RHGP (Revitalized Homeroom Guidance Program) A curriculum that addresses or guides the learner's need in making sound decisions that match his/her aptitude and interests. Presently, the program is now being institutionalized in secondary schools nationwide after a week-long training of program implementors at the division and school levels. Population Education Program Competitions in Population Education

Competitions are conducted that highlights the responsiveness of education in promoting curricular programs related to societal concerns, like population education. There are three (3) national competitions which focus on population education, namely; National Pop Quiz, the National Poster Making Contest, and Essay Writing Contest were conducted to promote public awareness on the subject. PEPTALK This is a quarterly publication of the PEP newsletter which aims to supplement the existing population education instructional materials for all levels. It serves as a clearing house for PEP activities at the regional level. Population Education Information Network (POPEDIN) This is a monthly newsletter of the Population Education Information Network which contains PopEd updates and other related information for various types of user groups. Provides networking, communications and information exchange between and among PEP DECS, Regional POPED Units as well as other program-related network within and outside DECS. Home-Partnership Program This program complements the existing school program in population education. The objectives of the program are to enhance knowledge, attitudes and practices of parents on PopEd related concerns and to empower them as teaching partners of the school in educating their children and other community members. The project kicked off by conducting a modified Delphi study which revealed that parents should handle delicate topics on adolescent reproductive health.

Learning Strands

Basic Level

Elementary Level

Secondary Level

- Listening in the first and acquired languages; - Speaking in at least two languages I. Communication Skills - Reading written and multimedia materials - Writing to express one's ideas and feelings clearly - Numeracy/mathematical skills II. Problem Solving and Critical Thinking - Scientific thinking skills in daily life situations - Ability to earn a living as a self-employed person - Ability to earn a living through

III. Sustainable Use of Resources/Productivity

employment - Entrepreneurship - Sustainable use of resources and appropriate technology - Productivity - Self-development - Interpersonal relationship IV. Development of Self and a Sense of Community - Personal and national identity - Recognition and practice of civil and political rights and responsibilities - Knowledge, acceptance, respect and appreciation of diversity V. Expanding One's World Vision - Peace, and nonviolent resolution of conflicts - Global awareness, interdependence and solidarity * Adopted by the Bureau of Nonformal Education, Department of Education, Culture and Sports (DECS-BNFE) in 1999.

the National Curriculum and Key Stages in England Print preview At a glance An explanation of the National Curriculum and the Key Stages in state schools across England and how they work. What is the National Curriculum?State schools in England must teach a range of subjects according to targets set by the National Curriculum. This was established in 1989 to ensure the same standards of teaching and learning across the nation. The National Curriculum covers learning for all children aged 5-16 in state schools, and sets out:

which subjects should be taught the knowledge, skills and understanding your child should achieve in each subject (according to your childs age) targets - so teachers can measure how well your child is doing in each subject how information on your childs progress should be passed on to you

What are the Key Stages?The National Curriculum is divided into four Key Stages that children are taken through during their school life. For example, Key Stage 1 is taught during Years 1 and 2 of primary school. Targets defined in the National Curriculum are assessed at the end of each Key Stage. The four Key Stages Key Stage 1 Ages 5-7 Years 1 and 2

Key Stage 2 Ages 7-11 Years 3, 4, 5 and 6 Key Stage 3 Ages 11-14 Years 7, 8 and 9 Key Stage 4 Ages 14-16 Years 10 and 11 What are programmes of study?Programmes of study set out what teachers should cover in every subject during each Key Stage. There are also four general teaching requirements, which apply across all subjects. Teachers should:

use language effectively use information and communication technology (ICT) effectively follow health and safety guidelines provide teaching that includes different ethnic minority viewpoints

A new National Curriculum for secondary schools A new National Curriculum is being introduced for secondary school pupils (pupils in Key Stages 3 and 4, aged 11-16). It has already been introduced for Years 7 and 8, and will begin for Year 9 from September 2010. The new curriculum aims to give schools and teachers more flexibility about what they teach. Although programmes of study still apply, teachers will have more freedom to plan their lessons. It also aims to give teachers more opportunities to assess pupils and provide support for those struggling or more challenges for those who find the school work easy. Another ambition of the new curriculum is to make sure that pupils interested in new National Diplomas are given support and guidance near the end of Key Stage 4 (at age 16), to help them find a path that interests and motivates them. The new curriculum includes two new non-compulsory, programmes of study - personal wellbeing and financial wellbeing.

Changing Curriculum for Early Childhood Education in England Young-Ihm Kwon Cambridge University Abstract This article examines early childhood curriculum in England. Traditional early childhood education in England has been child centered, in contrast to approaches that are subject centered and teacher directed, emphasizing individual children's interests, free play, firsthand experience, and integrated learning. However, recently, the government introduced a framework for an early years curriculum, redefined the child-centered educational model, and initiated reforms for raising standards. In order to identify the nature of early childhood curriculum in England, this article examines the historical development and philosophical

underpinnings of early childhood education, including recent developments. The article then investigates and describes the early childhood curriculum in England today. Introduction This article examines early childhood curriculum in England. Historically, in England, there was little government intervention in preschool provision, in curriculum, and in curriculum implementation. Recently, in order to raise standards and improve the quality of early childhood institutions, government intervention in early years education has increased significantly. In 1996, the government introduced a framework for an early years curriculum: Desirable Outcomes for Children's Learning on Entering Compulsory Education (SCAA, 1996), recently revised as Early Learning Goals (QCA, 2000). This framework is very goal oriented and specifies a large number of learning goals to be achieved by children. With respect to the appropriateness of the early years curriculum, there is an ongoing debate between the policy makers, who emphasize school effectiveness, and the early childhood specialists, who focus on a developmentally appropriate curriculum. Chris Woodhead, Chief Inspector of Schools, argued that adults working with 3- and 4-year-old children need to use a formal approach and direct teaching: "Direct teaching is crucial at this age as it is at every other age" (Woodhead, 1999, p. 10). On the other hand, many early childhood specialists have expressed concern that the government policy of raising standards may lead to over-concentration on formal teaching and upon the attainment of specific learning targets (see, e.g., Drury, Miller, & Campbell, 2000; Anning, 1998). The purpose of this article is to identify the nature of early childhood curriculum in England. First, the article examines the historical development and philosophical underpinnings of early childhood education, including recent developments. The article then investigates and describes the early childhood curriculum in England today. Historical Development of Early Childhood Education in England Early History of Early Childhood Education Early childhood care and education for young children began to emerge in England in the late 18th century on a voluntary and philanthropic basis. In 1816, the first nursery school in the United Kingdom was established at New Lanark in Scotland by Robert Owen (1771-1858) for the children of cotton mill workers. Children ages 1 to 6 were cared for while their parents and older siblings worked in the cotton mills. Owen advocated free and unstructured play in the education of young children and did not press for formal training. He endeavored to create a future citizen through the process of informal teaching and physical activities. Although Owen's ideas were ahead of his time, his example stimulated a significant interest in early childhood education and the founding of a number of infant schools in Britain. Passage of the Education Act of 1870 was an important event because the act established compulsory elementary schools for all children from the age of 5. In 1880, elementary education became compulsory for all children between the ages of 5 and 13. In the absence of special institutions for younger children, elementary schools admitted children younger than 5 years old, to protect them from the poor and unhealthy physical conditions of slum houses and dangerous streets. In 1905, five women inspectors from the Board of Education investigated the admission of infants to elementary schools as well as the curriculum used to instruct them. These inspectors reported the inappropriateness of such provision for these young children and recommended that children under the age of 5 have separate facilities and a different teaching approach from older children (Board of Education, 1905). The inspectors criticized the emphasis on monotonous repetition and rote memorization in the elementary school curriculum. As a consequence of this report, children under 5 were officially excluded from elementary schools. In 1911, Margaret McMillan (1860-1931) and her sister Rachel established an open-air nursery for poor children in Deptford. McMillan's educational model was inspired by her socialist ideology (Blackstone, 1971). She was concerned for the health and well-being of working-class children, and she stressed the need for health care with proper nourishment, hygiene, exercise, and fresh air. Her nursery allowed free access to play areas and gardens and was not predicated upon a fixed time schedule. McMillan's methods, with her emphasis on fresh air, exercise, and nourishment, still influence some aspects of current English nursery practice (Curtis, 1998) Recent History of Early Childhood Education

By the 1960s, the decline in family size and the closure of day nurseries after the Second World War had reduced the opportunities for children to play with other children. At the same time, awareness of the educational value of play may have become more widespread. It was impossible for Local Education Authorities (LEAs) to increase the number of nurseries, because the Ministry of Education Circular 8/60 stated that there could be no expansion of nursery school provision (Cleave & Jowett, 1982). During this period, the lack of LEA provision of nursery places and growing parental interest in young children's welfare and education created a new type of preschool provision: playgroups. The origin of the playgroup movement is linked to Belle Tutaev, a London mother, who in 1961 organized a nursery group for her small daughter in a church hall, sharing the tasks of child care with a neighbor. The educational authorities welcomed the playgroup movement as a low-cost substitute for nursery schools. In 1972, Margaret Thatcher, as Secretary of State for Education, presented a White Paper on education titled "Education: A Framework for Expansion" (Department of Education and Science, 1972). The White Paper proposed that nursery education be provided for all who wanted it, saying that by 1980 there would be nursery school places for 50% of 3-year-olds and 90% of 4year-olds. However, this promised nursery expansion was not forthcoming because of the economic recession. Throughout the 1970s and 1980s, nonstatutory preschool provision was neglected and undeveloped. Recent Development The Rumbold Report Starting with Quality (DES, 1990) and the Royal Society of Arts Report Start Right (Ball, 1994) both stressed the importance of quality in early years education. The Rumbold report recommended a curriculum based on eight main areas of learning, following in the footsteps of a recent HMI (Her Majesty's Inspectorate) publication The Curriculum from 5 to 16 (DES, 1985): (1) aesthetic and creative, (2) human and social, (3) language and literacy, (4) mathematics, (5) physical, (6) science, (7) spiritual and moral, and (8) technology (DES, 1990). The Royal Society of Arts Report (Ball, 1994) recommended that high-quality provision be made available to all 3- and 4-year-olds, reviewing evidence that high-quality early education leads to lasting cognitive and social benefits in children. Ball set out the following major prerequisites for "high-quality" provision: an appropriate early learning curriculum; the selection, training, and continuity of staff; high staff:children ratios; buildings and equipment designed for early learning; and a partnership role for parents. In 1996, the Conservative government introduced the first stage of a Nursery Voucher scheme linked to a set of guidelines for prestatutory settings: Desirable Outcomes for Children's Learning on Entering Compulsory Education (SCAA, 1996). Since the introduction of the Voucher scheme and Desirable Outcomes, early childhood education has become an issue on the national policy agenda, and there have been significant changes in the practices and politics of early childhood education. The Voucher scheme allowed parents to use vouchers worth up to 1,100 per child for up to three terms of part-time education for their 4year-old children, in any form of preschool provision. In order to register for the receipt of vouchers, preschool provisions had to show that they were moving children towards the Desirable Outcomes as defined by the School Curriculum and Assessment Authority (SCAA, 1996). The Desirable Outcomes are "learning goals" that children should achieve before they enter compulsory education. They emphasize early literacy, numeracy, and the development of personal and social skills, and they contribute to children's knowledge, understanding, and skills in other areas. However, in 1997, the incoming Labour Government abolished the voucher scheme and made its own plans for the development of early years services. The new government tried to raise standards and significantly increased public funding of early years education. The government provided direct funding to preschool institutions for part-time places for 4-year-old children and an increasing number of part-time places for 3-year-old children. However, the receipt of this funding for 3- and 4year-old children is dependent on each preschool provision meeting government requirements for the regular inspection of preschool settings, in terms of the framework of Desirable Outcomes, now revised as Early Learning Goals (QCA, 2000). The Philosophical Background of Childhood Education in England The main principles of traditional early childhood education in Britain are child centered, in contrast to the traditional subjectcentered and teacher-directed approaches of secondary education (Bruce, 1987). This section examines the key underlying principles of English traditional early childhood education: individualism, free play, developmentalism, and the child-centered perspective of the adult educator. Individualism

Western child-centered education is based on individual children's needs and interests, and on educators' respect for the differences between individual children. Dewey (1959) emphasized individuality, with the curriculum chosen by the child rather than imposed by the teacher. Montessori (1972) had great respect for the child as an individual and for children's spontaneous and independent learning. She believed that the child possesses an intrinsic motivation toward the self-construction of learning. Supporting the view that children are innately curious and display exploratory behavior quite independent of adult intervention, the Plowden Report (CACE, 1967, p. 17) says, "The child appears to have a strong drive, which shows itself at a very early age, toward activity and the exploration of the environment.... As far as can be judged, this behaviour is autonomous since it occurs when there is no obvious motivation such as hunger." The intrinsic motivation theory of child-centered education relates to the learning by doing theory. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. This learning by doing theory has been accepted implicitly by English preschool teachers, together with the need to provide a free and spontaneous environment and the rejection of formal instruction. The child-centered view of the child's intrinsic motivation for learning has been widely criticized. The child-centered view is that children are innately curious and keen to find things out, with a strong drive to explore the environment. This theory suggests that children learn more effectively if their activities are self-chosen and self-directed. However, many educators have warned of the dangers of an exclusive and unrealistic emphasis upon the child. Galton (1987) criticized child-centered theory as a "romantic" view of childhood requiring a curriculum totally dictated by the child's interests. Kogan (1987) questions whether children have a natural intellectual curiosity and whether they are really motivated to learn and are keen on discovery. He says that many children in the classroom do not display eagerness to learn and are not able to achieve enough by learning through discovery. Blenkin and Kelly (1987) also criticize learning by discovery, claiming that discovery is not possible unless one knows what one is discovering. They recommend that "the only sensible concept of learning by discovery is one which recognizes the essential contribution of the guidance that the teacher can and should provide" (p. 58). Free Play In the English preschool, play is an integral part of the curriculum, founded on the belief that children learn through selfinitiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Free play is especially the norm in the traditional English nursery curriculum, following Rousseau, Froebel, Owen, McMillan, and Isaacs. According to Froebel, play is "the work of the child" and a part of "the educational process." The Plowden Report (CACE, 1967) suggests that play is the principal means of learning in early childhood. "In play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate" (p. 193). Traditional English nurseries have worked with an integrated early childhood curriculum. The integrated curriculum is, as New (1992, p. 289) said, "the blending of content areas into thematic or problem-focused units of study and a child-centered approach to learning and instruction." Dewey (1959) advocated an integrated early childhood curriculum instead of a subjectdivided curriculum. He argued that young children do not think in subjects and that their learning is holistic. According to the guidelines of the Early Years Curriculum Group (1989), "Learning is holistic and for the young child; it is not compartmentalised under subject headings" (p. 3). In traditional English preschools, the rigid, subject-divided curriculum is rejected; instead, free play is regarded as the integrating mechanism that brings together everything learned (Bruce, 1987). Although free play has many benefits and is a necessary part of preschool classrooms, the early years program that prioritizes free play has several crucial weaknesses. First, much research evidence shows that free play does not maximize cognitive development. Sylva, Roy, and McIntyre (1980) investigated the ways in which both children and adults spend their time during free play sessions in preschools. They found that there was a lack of challenging activity in children's free play, which tended to involve simple repetitive activities. Meadows and Cashdan (1988) also investigated children's behavior during free play sessions and reported that the nursery teachers in their study were busy and kind to the children but not very demanding. During free play, children did not persist at tasks, and the conversation between adult and child was very limited. Meadow and Cashdan argued that supervised free play has limited benefits for children and that a high level of adult-child interaction during play is necessary to optimize children's learning. Developmentalism

Sequential developmentalism is one of the most influential beliefs in English early years education. The term refers to the way in which the child passes through a naturally ordered sequence of development towards logical and formal thinking (Curtis, 1998). Piaget's clinical and observational studies developed the idea of readiness and explored the process by which children advance through the sensorimotor stage (0-2 years) and preconceptual stages (2-7 years) in order to progress to logical and abstract thinking. According to this version of developmentalism, a child must be "ready" to move on to the next developmental stage and cannot be forced to move to a higher level of cognitive functioning. Although developmentalism and readiness are widely reported to be dominant in English early childhood education, several critiques have been articulated about the readiness concept in developmentalism. For instance, Donaldson (1978) challenges Piaget's views of egocentric thinking through a number of fascinating and ingenious experiments and argues that the rational powers of young children have long been underestimated. The idea of "readiness" has often led to a lack of structure in the curriculum and to a lack of progression. In developmental theory, consideration of the nature of knowledge seems to be ignored. According to Bruner (1974), knowledge of child development is necessary but is not sufficient, and early years practice also needs a firm and sufficient knowledge base. He argues that to avoid trivializing education, we need to integrate knowledge about teaching (pedagogical knowledge) with both knowledge about children's development and knowledge about knowledge itself. The Role of the Adult The traditional view of the English nursery teacher's role is that he or she is not an expert or authority, but an adviser and facilitator (Curtis, 1998; Darling, 1994). The legacy of not intervening in the child's discovery that comes from Froebel, Montessori, and Dewey remains as a strong force within the ideologies of early childhood educators in England. Montessori (1972) argued that adults must foster children's inner drive, not impair it by imposing too many restrictions and obstacles in the child's environment. Similarly, Dewey (1959) believed that the teacher was not an instructor of passive learners nor a referee in a competition.The child-centered teacher is a guide and an arranger of the environment, rather than an instructor. Thus, teachers are supposed to select materials and activities that will interest children and enable them to find out about the surrounding world. Peters (1969) explains that "the image of the teacher" presented in the Plowden Report is of a "childgrower" who stands back so that children will proceed from discovery to discovery when they are "ready." However, he says that teaching should not be confined to one approach or method. Peters says that teaching can take the form of instruction and explanation, of asking leading questions, of demonstrating by example, and of correcting attempts at mastery. Moreover, there is an alternative view that adult support can improve children's concentration and attention span. For example, Vygotsky (1962) stresses the active role of the adult in maximizing children's intellectual development. He contends that children succeed in performing tasks and solving problems when helped by an adult. Bruner (1983) also believes that an adult presence increases the richness and length of play. Bruner describes the adult's role as "scaffolding" a child's learning, putting a scaffold around the child's learning to support the child until the child can operate independently at that level. The above discussion suggests that appropriate intervention and a structured approach to teaching are components of effective preschool practices. Current Early Childhood Curriculum in England In 1988, the Education Reform Act for the first time set out a National Curriculum for England and Wales. It presented a comprehensive restructuring of the educational system in England. The most important justifications for the National Curriculum are raising standards in schools and offering a broad and balanced curriculum (Moon, 1994). Before the 1988 Education Reform Act, the education system was decentralized, with little government intervention in curriculum planning and implementation. However, since the introduction of the National Curriculum, government intervention has increased and teachers' autonomy has consequently decreased (Cox, 1996). From its introduction, the subject-based approach of the National Curriculum has been seen as an attack on traditional child-centered preschool education. Although the National Curriculum applies only to students of compulsory school age, its introduction has inevitably had an effect upon programs for children under statutory school age (Blenkin & Kelly, 1994; Moss & Penn, 1996). Desirable Outcomes and Early Learning Goals A further significant change in English early childhood education was the introduction of the framework for early years education represented by the Desirable Outcomes for Children's Learning (SCAA, 1996). At that time, raising standards and improving quality in early childhood institutions were public priorities in policy making. The explicit expectation of this SCAA publication was that preschool education programs would enable children to reach the desirable outcomes by compulsory school age (the term after the child's 4th birthday). In 1999, the Qualifications and Curriculum Authority (QCA, 1999) replaced the Desirable Outcomes with Early Learning Goals. However, as Table 1 shows, the Early Learning Goals (QCA, 1999) do not

differ very much from the Desirable Learning Outcomes and retain the same six areas of learning. The significant change, in terms of curriculum, is that the Early Learning Goals represent what most children are expected to achieve "by the end of the foundation stage (from 3 to the end of the reception year)" instead of "on reaching compulsory school age." The government introduced a Foundation Stage of early learning, which is a new stage of education for children age 3 to the end of their reception year when they will be 5, rising 6. The result is that the previous curriculum intended for 3- and 4-year-olds extends to include 5-year-olds. Table 1 Learning Areas of Desirable Outcomes and Early Learning Goals* Desirable Outcomes (1996) Age Learning area For 3- to 4-year-olds 1. Personal and social development 2. Language and literacy 3. Mathematics 4. Knowledge and understanding of the world 5. Physical development 6. Creative development *Source: SCAA (1996) and QCA (1999). In 2000, Curriculum Guidance for the Foundation Stage was published by the Department for Education and Employment and the Qualifications and Curriculum Authority (QCA, 2000). The curriculum guidance is intended "to help practitioners plan to meet the diverse needs of all children so that most will achieve and some, where appropriate, will go beyond the early learning goals by the end of the foundation stage" (p. 5). It is notable that although the curriculum guidance claims to describe integrated learning, it also emphasizes literacy and numeracy as distinct curriculum areas. The curriculum guidance sets out the content of each area in three parts: (1) "Stepping Stones," (2) "Examples of What Children Do," and (3) "What Does the Practitioner Need to Do?" The text of the "Stepping Stones" sets out the early learning goals for each area of learning. The examples of "What Children Do" illustrate how children of different ages are progressing. The section "What Does the Practitioner Need to Do?" shows how the practitioner can structure and provide appropriate activities. Table 2 shows one brief extract from the literacy area of the curriculum guidance of the foundation stage. Table 2 Example of Stepping Stones of Literacy Area in the Curriculum Guidance* Stepping Stones Progression from age 3 Early Learning Goals (1999) Foundation Stage: From 3 to the end of reception year (5- to 6-year-olds) 1. Personal, social, and emotional development 2. Communication, language, and literacy 3. Mathematical development 4. Knowledge and understanding of the world 5. Physical development 6. Creative development

Show interest in illustrations and print in books and print in the environment. Understand the concept of a word. Begin to recognize some familiar words. Read a range of familiar and common words and simple sentences independently.

To the end of foundation stage (5- to 6-year-olds) *Source: QCA (2000, pp. 62-63). Inspection

As part of the recent developments in early childhood education, the government introduced inspection of preschool settings by the Office for Standards in Education (OFSTED). OFSTED is a nonministerial governmental department, independent of the Department of Education and Skills, responsible for inspecting all schools and early years provision receiving government funding in England. The aim of the OFSTED's inspection process is to assure government, parents, and the public that funded nursery education is of acceptable quality (OFSTED, 2001). Every type of preschool setting that wishes to accept government funding is required to undergo an inspection by OFSTED. This inspection assesses the extent to which the preschool settings are working towards the Early Learning Goals. For example, 4-year-old children are assessed on whether they are learning to count up to 10 or 20 and whether they are learning to write their own names and recognize letters by shape and sound.The inspectors use a variety of ways to arrive at their judgments, including observation of activities, examination of resources, review of documentary evidence, and discussion with the staff and children. At the end of the inspection period, the lead inspector presents oral feedback on the inspection, and within four weeks, the preschool receives the inspection report. It is significant that the inspection report is a public document and available on the Internet. If the preschool setting does not meet the inspection requirements, funding may be withdrawn. Thus, early years educators feel great pressure to promote particular and prespecified learning outcomes, many of which focus on literacy and numeracy. With the English government demands for raising standards, preschool educators are required to conform to OFSTED inspection criteria. Smidt (2002) also argued that due to the government policy to raise quality and standards, children are asked to learn things by rote, colour in worksheets, and generally be passive in many learning situations. The introduction of curriculum guidance for the foundation stage, combined with the statutory inspection process, appears to have had a strong influence on preschool education in England. Although there is an ongoing debate about their appropriateness, the Early Learning Goals have been widely established as the basis for activity in preschool settings. Summary This article has examined the changing curriculum for early childhood education in England. The article has shown that traditional early childhood education in England has been child centered in contrast to approaches that are subject centered and teacher directed. Traditional early childhood education has emphasized individual children's interests, free play, firsthand experience, and integrated learning. However, in 1996, the government introduced a framework for an early years curriculum, redefined the child-centered educational model, and initiated reforms for raising standards. The national preschool curriculum framework (Early Learning Goals) emphasizes not only integrated learning but also literacy and numeracy. The framework also specifies particular achievements to be expected of 4- and 5-year-olds. Despite the pros and cons of the appropriateness of the framework, more formal instruction in literacy and numeracy teaching is being directly and indirectly imposed upon young children. Government initiatives and inspection have started to change the traditional nature of English preschool settings. References Anning, Angela. (1998). Appropriateness or effectiveness in the early childhood curriculum in the UK: Some research evidence. International Journal of Early Years Education, 6(3), 299-314. EJ 574 176. Ball, Christopher. (1994). Start right: The importance of early learning. London: Royal Society of Arts. ED 372 833. Blackstone, Tessa. (1971). A fair start: The provision of pre-school education. Harmondsworth, England: Penguin Press. Blenkin, Geva M., & Kelly, A. V. (1987). The primary curriculum. London: Paul Chapman. Blenkin, Geva M., & Kelly, A. V. (1994). Early childhood education: A developmental curriculum. London: Paul Chapman. Board of Education. (1905). Report on children under five years of age in public elementary schools. London: Her Majesty's Stationery Office (HMSO). Bruce, Tina. (1987). Early childhood education. London: Hodder and Stoughton. Bruner, Jerome. (1974). The relevance of education. Harmondsworth: Penguin. Bruner, Jerome. (1983). Child's talk: Learning to use language. Oxford: Oxford University Press.

Central Advisory Council for Education (CACE). (1967). Children and their primary schools (Plowden Report). London: HMSO. Cleave, Shirley, & Jowett, Sandra. (1982). And so to school: A study of continuity from pre-school to infant school. Windsor, England: NFER-Nelson. Cox, Theo. (1996). The national curriculum in the early years: Challenges and opportunities. London: Falmer Press. Curtis, Audrey. (1998). A curriculum for the pre-school child. London: Routledge. Darling, John. (1994). Child-centred education and its critics. London: Paul Chapman.Department of Education and Science (DES). (1972). Education: A framework for expansion. London: HMSO. Department of Education and Science (DES). (1985). The curriculum from 5 to 16. London: HMSO. Department of Education and Science (DES). (1990). Starting with quality. London: Author. Dewey, John. (1959). School and society. Chicago: University of Chicago Press. Donaldson, Margaret. (1978). Children's minds. Glasgow, Scotland: Fontana/Collins. Drury, Rose; Miller, Linda; & Campbell, Robin (Eds.). (2000). Looking at early years education and care. London: David Fulton. Early Years Curriculum Group. (1989). First things first: Educating young children. Oldham, England: Madeleine Lindley. Galton, Maurice. (1987). Change and continuity in the primary school: The research evidence. Oxford Review of Education, 13(1), 81-94. EJ 350 049. Hurst, Victoria. (1997). Planning for early learning: Educating young children. London: Paul Chapman. Isaacs, Susan. (1933). Social development in young children. London: Routledge & Kegan Paul. Kogan, Maurice. (1987). The Plowden report: Twenty years on. Oxford Review of Education, 13(1), 13-22. EJ 350 043. Meadows, Sara, & Cashdan, Asher. (1988). Helping children learn. London: David Fulton.Montessori, Maria. (1972). Dr. Montessori's own handbook: A short guide to her ideas and materials. New York: Schocken Books. Moon, Bob. (1994). A guide to the national curriculum. Oxford: Oxford University Press. Moss, Peter, & Penn, Helen. (1996). Transforming nursery education. London: Paul Chapman. New, Rebecca. (1992). The integrated early childhood curriculum. In Carol Seefeldt (Ed.), The early childhood curriculum: A review of current research. New York: Teachers College Press. Office for Standards in Education (OFSTED). (2001). OFSTED's nursery education [Online]. London: Author. Available: http://www.ofsted.gov.uk [2001, January 1]. Peters, Richard (Ed.). (1969). Perspectives on Plowden. London: Routledge & Kegan Paul. Qualifications and Curriculum Authority (QCA). (1999). Early learning goals. London: Author. Qualifications and Curriculum Authority (QCA). (2000). Curriculum guidance for the foundation stage. London: Author.

School Curriculum Assessment Authority (SCAA). (1996). Nursery education: Desirable outcomes for children's learning on entering compulsory education. London: SCAA and Department for Education and Employment. ED 433 091. Smidt, Sandra. (2002). Early years practice. London: Routledge Falmer. Sylva, Kathy; Roy, Carloyn; & McIntyre, Grant. (1980). Child watching at playgroup and nursery school. London: Grant McIntyre. Vygotsky, Lev. (1962). Thought and language. Cambridge, MA: MIT Press. Woodhead, C. (1999). Is the formal approach better? Early Years Educator, 1(6), 10-11.

UK Education Systems

Below youll find our briefing on the major differences between UK and US education systems, including information on the national curriculum, grading and examinations, as well as links to additional resources. Primary and Secondary (K-12) Education More than 90% of students in the UK attend publicly-funded state schools. Approximately 8.5 million children attend one of the 30,000 schools in England and Wales; in Scotland, 830,000 children attend about 5,000 schools, including preschools and other special education schools; and Northern Ireland sends 350,000 children to 1,300 state schools. Primary schools usually include both girls and boys as pupils. Secondary schools may be either single-sex or co-educational. Education departments in England, Scotland and Wales fund schools through a Local Education Authority (or Education Authority in Scotland). In Northern Ireland, schools are largely financed from public funds through five Education and Library Boards. National Curriculum in England, Wales and Northern Ireland By law, all children in England and Wales between ages 5 and 16 must receive a full-time education, while in Northern Ireland, children must begin at age 4. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. Both options offer general education courses in addition to more specific vocational or applied subjects. The UK introduced a National Curriculum in 1992 and state schools are required to adhere to it until students reach age 16. The Education and Skills Act of 2008 raised the compulsory age to 18, effective in 2013 for 17 year-olds and in 2015 for 18 yearolds. The government is including a provision in its Education Bill that will increase the participation age to 18 so that school leavers have the option of staying in school or move onto further training (Independent schools are not obliged to adhere to the National Curriculum). School learning is split into 4 key stages relating to the curriculum. Pupils progress through the stages as they go through the school years. National curriculum core subjects 5 to 11 year olds (Key stages 1 and 2):

English, Maths, Science, Design and technology, Information and Communication Technology (ICT), History, Geography, Art and design, Music, Physical education Schools also have to teach religious education and are encouraged to prove personal, social and health education (PSHE) and citizenship, and at least one modern foreign language. National curriculum core subjects 11 to 14year olds (Key stage 3): English, maths, Science, Design and technology, Information and Communication Technology (ICT), History, Geography, Modern foreign languages, Art and design, Music, Citizenship, Physical education. Schools also have to provide: Careers education and guidance (during Year 9), Sex and Relationship Education (SRE), Religious education. Throughout key stages 1-3 pupils are routinely tested in Standard Assessment Tests (SATs) but these are being phased out by the Government. Key stage 4 GCSE: At GCSE level, students have to take English, maths, science, IT, citizenship and physical education. The GCSE is a single-subject examination set and marked by independent examination boards. Students usually take up to ten (there is no upper or lower limit) GCSE examinations in different subjects, including mathematics and English language. The Government is currently reviewing the national curriculum, exploring how to slim it down. The revised curriculum is expected to be taught in schools from September 2013. After taking GCSEs, students may leave secondary schooling; alternatively, they may choose to continue their education at vocational or technical colleges, or they may take a higher level of secondary school examinations known as AS-Levels after an additional year of study. Following two years of study, students may take ALevel (short for Advanced Level) examinations, which are required for university entrance in the UK. Scotland Scotland has its own qualification framework that is separate from that in England, Wales and Northern Ireland. After seven years of primary education and four years of compulsory secondary education, students aged 15 to 16 may take the Scottish Certificate of Education (SCE). The Scottish Certificate of Education is recognized throughout the UK as the equivalent to GCE A-levels and is usually the entry qualification for university. For more information about Scotlands education system, visit Learning and Teaching in Scotland or EducationUK Scotland for information about higher education. Grades and Transcripts The American concept of a school transcript is unfamiliar in the UK. Schools in the UK do not generally rank pupils within their year; currently, the principal standards

are the GCSE, SCE and AS and A-Level examination results. There is no official method of equating British and American primary and secondary educational qualifications. The educational systems are entirely different and attempts to compare them must be done on a strictly provisional basis. For more information on English examinations, please visit the Assessment and Qualifications Alliance, which is the largest of the three English examination bodies. For information on Northern Irelands examination policy, please visit the Council on Curriculum, Examinations and Assessment, or for more about Scotlands grading procedures, you can review the Scottish Qualifications Authoritys website. Post-secondary and Higher Education Approximately 1.8 million students are currently enrolled in the UK higher education system; about one third of young people go on to higher education at age 18 (with almost 50% of students in Scotland), and an increasing number of "mature" students are studying either full-time or part-time for university degrees. Undergraduate degrees take three years to complete in England, Wales and Northern Ireland, while at Scottish universities they last four years. At the graduate level, a master's degree is normally earned in a single year, a research master's degree takes two years and a doctoral degree is often completed in three years. Professional courses, such as medicine, veterinary medicine, law and teaching, usually are undertaken as five-year undergraduate degrees. To learn more about opportunities to study abroad or earn an undergraduate or graduate degree in the UK, please visit our Study in the UK page.

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Take Action! Curriculum Review (England) By BHA - BHA WEBSITE Added: Wednesday, 06 April 2011 at 10:17 AM Thanks to Bernard Hurley for the link. There is a wholesale review of the National Curriculum for English schools happening right now, and we need you to make your voice heard! The Department for Education (DfE) has put out a call for opinions and evidence about the shape and content of the new curriculum in England. Take Action! by submitting a response to the consultation. The deadline for responses is April 14th, so you still have time to get a response in! The Review of the English National Curriculum is quite limited and only focuses on some core subjects. It does cover topics including science and Citizenship Education both of which we suggest you respond to. It is really

concerning, however, that it simply misses out Religious Education (RE) and also Personal, Social, Health and Economic (PSHE) Education, which includes Sex and Relationships Education (SRE). Although RE is not on the National Curriculum at present, it is a compulsory subject for all schools to teach. We have worked for many years to have RE made a National Curriculum subject, and we recommend that you urge the Review to take it into consideration. The government has announced that it will be making an internal review of PSHE Education later this year, however there are no details on whether they will consult with external groups and the public on this. We think that not including PSHE Education in this review is a missed opportunity, and we suggest that you make that point too in your response. Take Action! by submitting a response to the consultation arguing for a National Curriculum which: Includes Religious Education as a National Curriculum subject, which includes a broad and balanced curriculum about different religious and non-religious beliefs, including Humanism Includes teaching on the value of science as a way of finding out knowledge. Also includes evolution, the most important idea underpinning biological science, as a compulsory subject in the primary curriculum (it is not at the moment) and throughout secondary science Maintains Citizenship Education on the National Curriculum. Citizenship education ensures that all young people are able to access the knowledge they require to take their place in society. It supports young peoples development as citizens with critical faculties who are socially and morally responsible. Includes Personal, Social, Health and Economic (PSHE) Education, including Sex and Relationships Education (SRE), as a compulsory part of the National Curriculum and a subject to which all children are entitled Writing your submission Below, weve included some key points you might wish to make. Submissions can be as short or as long as you would like but the more detail you put in, the more impact your views will have on the review. Read on TAGGED: ACTIVISM, CHILDREN, EDUCATION