National Curriculum in relation to the overriding purpose of the current education system.

 

 

identify the purpose, structure and contextualise one extract taken from the National Curriculum (DfE, 2014).
it will reflect on the following aspects in relation to their chosen extract:
• structure
• purpose
• progressive learning content
• its intended purpose for learning and purpose for society
The annotated extract will provide evidence that the essay has critically engaged with the National Curriculum and with the literature surrounding the focus.

Part 2: 1000-word essay.
Critically review the National Curriculum in relation to the overriding purpose of the current education system.
The essay will:
• Identify how the curriculum supports progressive levels of understanding and knowledge for learners
• Compare the purpose of the National Curriculum (DfE, 2014) with other curricula studied within the module, such as a moral, pastoral, creative curriculum, or a curriculum from an alternate global context.
• Reflect on, and critique how the societal expectations have influenced the purpose and structure of the chosen curriculum.
• Identify how this curriculum can impact on the learner’s purpose for society.

 

Sample Solution

in Congress. “The WASP program’s development was unlike that of any other women’s auxiliary, but all women’s detachments of the U.S. military faced opposition to their existence and continuance from the military, Congress, and the public, an opposition arose solely from the gender of those who comprised these auxiliaries.” Their battle for militarization and quest for veteran status became the main goal for the program and part of their long-lasting legacy. “The most egregious example of discrimination WASP encountered was the failure of the military to bestow veteran status on their members. During the program’s two-year duration, the brave women who served as WASPs were considered paid volunteers. “They are civil employees but they are in the Army Air Forces and they are, despite some rough going, little by little being considered as of the Army Air Forces.” Despite performing many of the same tasks, the women’s title of “civil employee” is harshly juxtaposed to their male counterparts, who were granted military status and thus reaped the ensuing benefits. On July 1, 1943, the Women Army Auxiliary Corps became the Women’s Army Corps (WAC) and by an act of Congress, was granted full military status. There was much controversy over whether or not the WASP program would join the WAC to obtain its militarization. However, “Jackie Cochran believed that such an organizational shift would entangle her pilots in Army bureaucracies, and hinder her plans to broaden their duties.” Without being confined by the WAC, Cochran and her WASPs continued the fight for military status. Despite continued efforts and repeated appeals to Congress long after their disbandment, the WASP program was not militarized until 1977. “President Carter signed the bill into law on November 23, 1977, one day before Thanksgiving, officially declaring the Women’s Airforce Service Pilots as having served on active duty in the Armed Forces of the United States for the purposes of laws administered by the veterans of the Army Air Forces.” Almost forty years after World War II, the WASPs’ other battle had come to a victorious end.

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