NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ722175
Record Type: Journal
Publication Date: 2005-Dec
Pages: 15
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0958-5176
No Science Today--The Demise of Primary Science
Boyle, Bill; Bragg, Joanna
Curriculum Journal, v16 n4 p423-437 Dec 2005
Much has been written about the standards agenda in relation to primary pupil performance levels on end of key stage tests. A range of policy "levers" such as numeracy and literacy strategies have been utilized to hike the annual cohort percentages towards the government targets. However, whether measurable (by standardized testing at ages 7 and 11) national standards in English and mathematics have risen or not does not justify the unbalancing of the intended 'broad and balanced' curriculum (DES, 1988) which has taken place to try to achieve the national percentage targets. The authors find that this compression of the curriculum has not just extended to the foundation subjects but has substantially reduced teaching time in science, supposedly one of the "core" subjects. The curriculum data on which the authors base their findings are supplied by the Qualifications and Curriculum Authority's own longitudinal monitoring of the school curriculum which has been carried out by the authors from 1996 to 2005.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)