ബ്രിട്ടനിലെ ദേശീയ കരിക്കുലം എങ്ങനെയാണ്? അതിന്റെ സവിശേഷതകള്‍ അറിയാന്‍ കൌതുകം.ഞങ്ങള്‍ ടീച്ചര്‍മാരോട് തിരക്കി.യ്യോ സ്കൂളില്‍ രണ്ട് കോപ്പിയെ ഉള്ളല്ലോ ..നോക്കട്ടെ..
എന്നായിരുന്നു മറുപടി ഞാന്‍ നെറ്റ് തിരഞ്ഞു. കണ്ടെത്തി .നിങ്ങള്‍ക്കും അതു നേരിട്ട് നോക്കാം ഇവിടെ ക്ലിക്ക് ചെയ്യുക.
സ്കൂളില്‍ കരിക്കുലത്തിന്റെ കോപ്പികള്‍ എത്തിക്കുന്നു എന്നത് നല്ല കാര്യം.
അവിടെ എല്ലാം നെറ്റില്‍ ഇടും അതും ഒരു സൂചനയാണ്.സുതാര്യതയുടെയും പ്രവര്‍ത്തന വേഗതയുടെയും.
എഫ് എ ക്യു ഉണ്ട്.സ്ഥിരമായി ഉന്നയിക്കപ്പെടാവുന്ന ചോദ്യങ്ങള്‍ ക്കുള്ള വിശദീകരണം.ഒന്ന് രണ്ട് ചോദ്യങ്ങളും ഉത്തരവും നോക്കുക.
Is there a statutory requirement for how much time schools should allocate to teaching each curriculum subject?
QCDA does not set time allocations for subjects. There are however, national targets for literacy, numeracy, PE and sport, and culture. Schools should determine the time allocation that most appropriately meets the needs of their learners, guided by these targets.
Is religious education statutory or non-statutory?
RE is a statutory subject in the basic school curriculum and should be taught in all schools. The legal requirement for RE in maintained community schools and voluntary controlled schools is the locally agreed syllabus. The programme of study is included for illustrative purposes so that SACREs can develop their locally agreed syllabus to fit with the rest of the curriculum and schools can plan a whole curriculum.
Voluntary aided schools and academies with a religious designation must follow the syllabus approved by their governing body.
Will schools get a refund for primary curriculum materials that they have purchased?
Yes. A full refund will be made automatically to those who placed orders on account. (The account will be credited rather than a refund made.) Those who purchased by credit card will need to call our orderline on 0300 303 3015. All customers have been contacted directly by QCDA with information about the refund policy.
What has happened to the schemes of work?
The current schemes of work are not redundant. Many schools have selected parts of the schemes of work they feel are most appropriate for their learners.
The Department for Education has decommissioned the Standards Site, which hosted the QCA schemes of work. They can now be found at the National Archives website.
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കൂടുതല്‍ പരിഗണന അര്‍ഹിക്കുന്ന കുട്ടികളോടുള്ള സമീപനം സംബന്ധിച്ച് കരിക്കുലം ഇങ്ങനെ പറയുന്നു.
Including all learners
The curriculum should provide relevant and challenging learning to all children. It should follow the three principles set out in the statutory inclusion statement:
A. Setting suitable learning challenges
B. Responding to pupils’ diverse learning needs
C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
Learning challenges
A. Setting suitable learning challenges
Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The national curriculum programmes of study set out what most pupils should be taught but teachers should teach the knowledge, skills and understanding in ways that suit their pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier stage, there may not be time to teach all aspects of the programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling.
For pupils whose attainments fall significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the requirements of their pupils.
For pupils whose attainments significantly exceed the expected levels, teachers will need to plan suitably challenging work. As well as drawing on work from later stages, teachers may plan further differentiation by extending the breadth and depth of study.
Diverse needs
B. Responding to pupils’ diverse learning needs
When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively.
To ensure that they meet the full range of pupils’ needs, teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.
Teachers should take specific action to respond to pupils’ diverse needs by:
creating effective learning environments
securing their motivation and concentration
providing equality of opportunity through teaching approaches
using appropriate assessment approaches
setting targets for learning.
Potential barriers
C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils
A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described above and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil’s progress in learning English as an additional language.
Teachers must take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage assessments, teachers should bear in mind that special arrangements are available to support individual pupils.
Pupils with special educational needs
Curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Teachers will encounter a wide range of pupils with special educational needs, some of whom will have disabilities. In many cases, the action necessary to respond to an individual’s requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school-based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice or, in exceptional circumstances, with a statement of special educational need. Teachers should, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.
Teachers should take specific action to provide access to learning for pupils with special educational needs by:
providing for pupils who need help with communication, language and literacy
planning, where necessary, to develop pupils’ understanding through the use of all available senses and experiences
planning for pupils’ full participation in learning and in physical and practical activities
helping pupils to manage their behaviour, to take part in learning effectively and safely
helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
Pupils with disabilities
Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers must take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the national curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to formal provisions for disapplication.
Teachers should take specific action to enable effective participation of pupils with disabilities by:
planning appropriate amounts of time to allow for the satisfactory completion of tasks
planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum
identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.
Pupils who are learning English as an additional language
Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil’s age, length of time in the country, previous educational experience and skills in other languages. Careful monitoring of each pupil’s progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.
The ability of pupils for whom English is an additional language to take part in the national curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.
Teachers should take specific action to help pupils who are learning English as an additional language by:
developing their spoken and written English
ensuring access to the curriculum and to assessment.
