Curriculum ignores pupils' interaction

12 February 2008 Education

Teachers in England expect far more from six-year-olds in terms of reading, writing and maths and pay less attention to how children develop than people than in other comparable countries, researchers have found.

A report from the University of Cambridge's Primary Review found England's more centralised and closely defined curriculum meant teachers had less scope to interact with pupils, unlike other countries such as France and Denmark.

Researchers also found opportunities to learn through play were hampered due to insufficient staff, a lack of facilities and adherence to inflexible timetables.

- www.cypnow.co.uk/doc

- See Research Centre, p28.

Register Now to Continue Reading

Thank you for visiting Children & Young People Now and making use of our archive of more than 60,000 expert features, topics hubs, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's Included