Critique of the National Cirriculum in Britain :: Education Policy

Critique in a policy document During this essay I am going to look at one area of our educational system and discuss in detail the features of this policy. I have chosen to look at, in detail the National Curriculum, which was progressively introduced into the Britain in 1989. I want to get an insight into the way the National Curriculum has changed and the ways in which it now gives pupils an extra advantage at getting the best out of their education. The National Curriculum delivers the information pupils need to know in a balanced and manageable way, but at the same time it is hard enough to challenge them. I am going to also look at Japan?s Educational policy and see what advantages they give to pupil?s, I will then compare the two policies. The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.

Memory Process Paper Essay

I remember playing the game Trivial Pursuit and in order to win this game it came down to me acquiring to answer one question. I racked my brain truly hard trying to remember this particular answer. The question inquired about a particular mountain I by no means heard of or could remember learning about. This paper will describe the beliefs of functioning recollection, short-range recollection, long-standing recollection, the part of encrypting, in addition to the simplicity of recovery in the recollection progress. I participated on an online remembrance test, Speed Match and Memory Matrix, to assess my short-term memory. The test consisted of memory accuracy and visual recollection. Concepts of Functioning Memory, Short, and Long-Span Memory Long-span memory and short-span memory have two diverse stages of storage (Cowan, 2001). There is a system of capacity and duration in the short-span memory. In short-span recall data can be detained for a few seconds, before the long-term memory has received it. Long-term memory data can be received, when processing data in short-term memory immediately. The memories system works to retain reminiscences, in an extended period of time, and even forever would be considered a long-period of memory. Long-span recollection is collected of more than a few diverse modules: semantic recollection, procedural recollection, episodic recollection, and declarative recollection. Declarative recollection is reminiscence of accurate data. For example, important dates such as anniversary and birthday, names of individuals, and faces of people would be considered declarative memory. Procedural recollection is remembrance for habits and expertise. For example, bike riding or learning to toss a football would be considered a procedural recollection. Semantic recollection is retention for universal understanding and details about the world, in addition to  reminiscence for the guidelines of judgment that are used to assume other realities. For example, reading a chapter in an educational course textbook is considered to be semantic memory. Episodic recollection is recollection for occasions that transpire in a specific place, context, or time. Speed Match and Memory Matrix Results I took an online memory test from the Lumosity Internet site that invented memory measuring tests called speed match and memory matrix. These tests are apparently a clinically premeditated measure of intellectual performance that practices and unidentified exclusive procedure to interpret game results into some suggestion of cognitive meaning (Lumosity, 2013). The speed match and memory matrix tests are also considered to be used as â€Å"Assessment,† which give scores grounded on performance, but provides without question no clarification of those scores. Speed Match consists of use to think faster than normal rate, having faster response time, moving up the speed of his or her cognitive processing, and exercising his or her working memory. My score in speed match was 210, which meant average accuracy in speed memory. The objective was to recollect the symbols, but to reply rapidly. It was not a particularly amusing game to play, but then again a round is reasonably short, so I did not have much time to invest trying to progress on my previous scores. Simultaneously, it is not really clear to me if playing this game could actually â€Å"speed up my cognitive processes.† There were an abundant amount of impulse-based twitch games. For example, this game had side-scrolling intergalactic shooters that were used to take over the arcade section, which were more stimulating and had more replay assessment than Speed Match. These games were just as capable of assisting in faster thinking and having quicker response times. Memory Matrix consists of the use in learning individuals’ names for the first time, retention the name of somebody you have met, and exercising your working recollection. My result in the memory matrix game was 935, which meant above average in recalling facts. The Lumosity Internet site dwelled more on the importance of face-name remembrance, which ultimately came off, a little gimmicky, compared to my above review on speed match. Nevertheless, while the emphasis on human faces in Memory Matrix was slightly more than an appealing catch, the process behind the game ensures  the facts of having an established tool for improving working recollection. Studies have revealed that partaking in reasonable physical activity momentarily can lift flanker test response time. Role of Encrypting and Retrieval in the Recollection Method Once material has been encoded and put away in recollection, it must be recovered in order to be put in use. Remembrance recovery is significant in virtually every phase of daily living, from recalling where your car is parked to new skills of learning. At hand are numerous aspects that can impact how reminiscences are recovered from long-span recollection. With the aim of fully comprehending this method, it is significant to discuss more about precisely what is retrieval in addition to the various features that can influence how reminiscences are recovered. Remembrance recollection comprises of the memory being reconstructed, frequently making use of rational structures, partial recollections, descriptions or hints. For example, writing a response on an college exam regularly comprises memorizing tads on data, then after restructuring or encrypting the continuing data founded on these limited reminiscences. Reminiscence retrieval includes recognizing figures after coming in contact with it again. Reminiscence retrieval includes reeducating oneself with information that was formerly learned. This frequently makes it stress-free to recollect and retrieve data in the upcoming future in addition to improving the strong point of reminiscences. Despite the fact it may be exasperating or very stressful, research has revealed that these involvements are enormously shared, characteristically arising at least twice each week for most young individuals and three to five times per week for older adults (Cowan, 2001). In several circumstances, individuals can even recollect specifics such as the main letter that a sentence begins with (LaBar & Cabeza, 2006). Assess Variables Connected with Encrypting Data and Ease of Recovery The three main independent variables in my experiment with memory matrix and speed test were free recall, cued recall, and recognition (Cowan, 2001). My dependent variable from these tests consists of the number of words I correctly remembered. My memory test ran having a within-subjects design, which entailed of three diverse lists of 22 items, each charted by a diverse type of memory test. I formed a relationship between the target words and their respective cues. Then, when the cues were presented to me in the test phase, I relied on these associations to aid me in recalling the target words. Conclusion There are different phases of memory realization, from perception to sensory memory, to short-span memory, and long-span memory. Memory is the capability to encrypt or encode, collect and recollect information. The three main practices intricate in the human memory are storage, encoding, and reminiscence (retrieval). Furthermore, the practice of memory association is considered to be one or the other part of the encoding or encrypting process or the storage procedure, which is understood as a detached process. References Speed Match and Memory Matrix. (2013). Lumosity. Retrieved from: http://www.lumosity.com/app/v4/dashboard Cowan, N. (2001). â€Å"The magical number 4 in short-term memory: A reconsideration of mental storage capacity†. Behavioral and Brain Sciences 24: 97–185. LaBar K.S., & Cabeza R. (2006). â€Å"Cognitive neuroscience of emotional memory†. Nature Reviews Neuroscience 7: 54–64. Carver L.J. & Bauer P.J. (2001). â€Å"The dawning of a past: The emergence of long-term explicit memory in infancy†. Journal of Experimental Psychology: General 130: 726–745.

Analysis Of William Faulkner s I Lay Dying - 1713 Words

William Faulkner confessed â€Å"It’s much more fun to try to write about women because I think women are marvelous, they’re wonderful, and I know very little about them.† He did not attempt to disguise this amusement considering many of his works involve the presence of women who serve to be pivotal characters. Faulkner is known as one of the most prominent writers in the literary world. Faulkner is from the southern United States- Oxford, Mississippi, to be exact. His expertise was the Southern Gothic genre that consisted of grotesque themes to catch the audience’s attention and make them aware of the flaws that exist within society. One of his best works, As I Lay Dying, epitomizes the genre through the examination of the Bundren family and the events that follow them in Yoknapatawpha County, Mississippi. In the 1930 novel As I Lay Dying, Faulkner combines both his preference to write about women and the Gothic genre by broadcasting the mistreatment and belittlement of women in Southern society during the early twenties. A major premise of the novel is the perception of women in regards to their role in marriage. This specific role requires the woman to possess the ability to produce offspring. As a result, this aspect of womanhood is all that females are seen as in this world. A scene that depicts this notion precisely is the dialogue between husband and wife, Anse and Addie. Annie reveals her disapproval to birth any more children and Anse retaliates by stating â€Å"Nonsense,Show MoreRelatedAnalysis Of William Faulkner s I Lay Dying 1486 Words   |  6 PagesOn the back of my edition of As I Lay Dying there is a quote from William Faulkner on the subject of his novel. The quote says: I set out deliberately to write a tour-de-force. 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Although his poetry was subject to important transformations over the course of his career, all of it is characterized by many unifying aspects typical of modernism. It employs characters who fit the modern man as described by Fitzgerald, Faulkner and others of the poet’s contemporaries. It is marked by its tendency to bring together the intellectual, the aesthetic and the emotional in a way that both condemns the past and honors it. 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