A nation should require all of its students to study the same national curriculum until they enter college.
In a world where all children learned in the same way, and all teachers taught in the same style, the recommendation that all students should study the same national curriculum until they enter college would be a justified position. However, society is generally inhomogenous, there exist cities with populations including people from every other country in the world. Such diversity cannot be accounted for when students across the country are studying the exact same things in the exact same way. Expanding on the initial point, teachers undergo rigorous courses to qualify to teach students, they learn different methods of expression and strategies when dealing with student who struggle and those who are gifted. A strict curriculum would limit the extent to which a teacher may be able to inject their own methods into the classroom, and as such forcing them to teach in a way which doesn't suit their personality. This would have the effect of disengaging students, and discouraging the teacher, causing a feedback loop for a deacreased standard of education. Additionally, a curriculum does not look at the circumstance of the students it is aimed at. Only the teacher comes into contact with both the curriculum and the students, and they are able to judge what areas the students struggle with, and those which the excel in. Making a sound judgement call as to whether the students need to expand upon a paticular area, such as reading, or if they require more challenging content, as they might if they were from a well educated family. This room for movement is crucial for helping students to reach their full potential. Humans are inherintly varied, and in the same way that teachers have different styles of teaching, students also share the quality of variance in their learning styles. Some children are kinestheitc learners while others thrive from simply reading the theory. In order to make the most out of students, they should be pushed and taught in ways which reflect their abilities. Gifted students should be given more challenging topics and workloads, whereas students with less skill should be given the time to develop it at their own rate. Forcing them all to learn the same things in the same way would discourage all the students who are not up to par with their peers, and would give the students who excel a warped view of their own abilities as they have not yet been pushed as much as they might be in a curriculum which is tailored of doing that. However there is some extent to which the statement is a reasonable recommendation. Teaching students the same curriculum would ensure that they all have had the same opportunities to excel, giving a pair playing field when making university applications. Additionally, there are some basic things which every citizen should be able to do: read, write, know basic mathematics and have a passing knowledge of the basics of science. Coming into contact with these things in adult life is inevitable, and while students may not appreciate why pythagoras's theorem is important, they should be able to do all the operations involved in the application of it. Having a basic understanding of science would prevent unnessesary accidents which could have fatal consequences, such as mixing cleaning fluids or driving at speed in wet weather. However, having these core subjects as being compulsary up to GCSE level does not lend any support to the notion that all subjects should be rigid and compulsary up to university. Students would may not be able to study subjects they are passionate about, and follow paths that deviate from the standard curriculum. Paths such as apprenticships would be possible, and students who want to start their career early by enterning into one such scheme would be neglected by the curriculum which doesn't reflect or allow for their life choices. A rigid national curriculum does nothing for encouraging diversity of thought, and could have very damaging consequences. The recommendation should only be taken seriously as far as the core subjects go, in the early stages of education. Students should be able to pursue and study the subjects that they wish to, enabling them to make informed decisions for their career. Furthermore, the curriculum should not look to stifle teachers, instead getting the most out of them and in turn, the most out of the population.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | AlmeeC. | 58 | view |
| 2020-01-29 | lekuleku | 62 | view |
| 2020-01-23 | nikhil40507 | 50 | view |
| 2020-01-18 | greuela001 | 50 | view |
| 2020-01-18 | vineel | 58 | view |
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Grammar and spelling errors:
Line 1, column 890, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ch forcing them to teach in a way which doesnt suit their personality. This would have...
^^^^^^
Line 1, column 1321, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...students struggle with, and those which the excel in. Making a sound judgement call as to...
^^^^^^^^^
Line 1, column 1365, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...excel in. Making a sound judgement call as to whether the students need to expand upon a pati...
^^^^^^^^^^^^^
Line 1, column 2485, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...iculum which is tailored of doing that. However there is some extent to which the state...
^^^^^^^
Line 1, column 3810, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ld be neglected by the curriculum which doesnt reflect or allow for their life choices...
^^^^^^
Transition Words or Phrases used:
also, furthermore, however, if, look, may, so, well, whereas, while, as to, such as, in the same way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 34.0 19.5258426966 174% => OK
Auxiliary verbs: 29.0 12.4196629213 234% => Less auxiliary verb wanted.
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 25.0 11.3162921348 221% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 90.0 58.6224719101 154% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3648.0 2235.4752809 163% => OK
No of words: 728.0 442.535393258 165% => Less content wanted.
Chars per words: 5.01098901099 5.05705443957 99% => OK
Fourth root words length: 5.19436956006 4.55969084622 114% => OK
Word Length SD: 2.71541997033 2.79657885939 97% => OK
Unique words: 325.0 215.323595506 151% => OK
Unique words percentage: 0.446428571429 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 1105.2 704.065955056 157% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 52.8365235111 60.3974514979 87% => OK
Chars per sentence: 135.111111111 118.986275619 114% => OK
Words per sentence: 26.962962963 23.4991977007 115% => OK
Discourse Markers: 3.7037037037 5.21951772744 71% => OK
Paragraphs: 1.0 4.97078651685 20% => More paragraphs wanted.
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.310610858925 0.243740707755 127% => OK
Sentence topic coherence: 0.0871059710045 0.0831039109588 105% => OK
Sentence topic coherence SD: 0.0934807384613 0.0758088955206 123% => OK
Paragraph topic coherence: 0.310610858925 0.150359130593 207% => OK
Paragraph topic coherence SD: 0.0 0.0667264976115 0% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.6 14.1392134831 110% => OK
flesch_reading_ease: 53.55 48.8420337079 110% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 12.07 12.1639044944 99% => OK
dale_chall_readability_score: 8.5 8.38706741573 101% => OK
difficult_words: 165.0 100.480337079 164% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Minimum four paragraphs wanted.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.