ERIC Number: EJ764053
Record Type: Journal
Publication Date: 2007-Mar
Reference Count: 28
Pedagogy and the Curriculum 2000 Reforms at Post-16: The 'Learn It, Forget It' Culture?
Curriculum Journal, v18 n1 p103-114 Mar 2007
This article reports findings from a small-scale project investigating the introduction of the Curriculum 2000 reforms at post-16 in four state comprehensive schools in England. These reforms aimed to broaden the curriculum at post-16, to provide parity of esteem for academic and vocational qualifications, to promote participation and lifelong learning, and to introduce greater consistency within and across different types of qualification. A key impact on schools was the change to the structure of A levels. This article reports findings from semi-structured interviews with thirteen heads of department and four heads of sixth form to investigate teachers' perceptions of the consequences of the introduction of A level reforms on teaching and learning in the post-16 classroom. Despite general support for the principles of change at post-16, those interviewed were concerned about the quality of teaching and learning in the AS year. They reported greater didacticism in the classroom, with content-heavy syllabuses and the need to focus on exams resulting in fewer opportunities for applying learning and for consolidating conceptual development. As a result, teachers reported less pedagogical breadth and less enjoyment in teaching the new syllabuses.
Descriptors: Foreign Countries, Secondary School Curriculum, Curriculum Development, Curriculum Research, National Curriculum, Instructional Effectiveness, Administrator Attitudes, Interviews, Educational Background, Research Methodology, Policy Analysis, Educational Quality, Educational Practices
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)