Other

Curriculum ignores pupils' interaction

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.

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