Michael Gove is to announce a new primary school curriculum.
Apparently, this will involve five-year-olds being required to learn poetry by heart and recite it aloud. According to the Telegraph:
“Education Secretary Michael Gove will promise a new focus on the traditional virtues of spelling and grammar when he sets out his plans for the teaching of English in primary schools later this week.
At the same time, Mr Gove will put forward proposals to make learning a foreign language compulsory for pupils from the age of seven.
Under his plans, primary schools could offer lessons in Mandarin, Latin and Greek as well as French, German and Spanish from September 2014.
The Education Secretary is said to be determined to make the teaching of English at primary school ”far more rigorous” than it is at present. …
It will also emphasise the importance of grammar in mastering the language, setting out exactly what children should be expected to be taught in each year of their primary schooling as well as lists of words they should be able to spell.”
Whilst I am not convinced about the value of reciting poetry, nor about learning Latin and (ancient) Greek, I do think that there is much to be said for instilling the basics of language in all primary age children.
There will also be a commitment to making sure pupils have some basic skills in maths and science:
“Pupils will be expected to memorise their tables up to 12 times 12 by age nine, and be able to multiply and divide fractions by the end of primary school under a major shake-up of the national curriculum.
Using decimals and basic arithmetic are also set to be a main focus of maths lessons in the future, a move which ministers said will help to raise standards in England’s schools.
In science, primary school children will be taught about key concepts such as static electricity, the solar system and how to name and classify objects in biology.”
That too is welcome. But does it go far enough?
Earlier this year, John Naughton argued in the Guardian that:
“Starting in primary school, children from all backgrounds and every part of the UK should have the opportunity to: learn some of the key ideas of computer science; understand computational thinking; learn to program; and have the opportunity to progress to the next level of excellence in these activities. …
We need to face up to a painful fact. It is that almost everything we have done over the last two decades in the area of ICT education in British schools has been misguided and largely futile. Instead of educating children about the most revolutionary technology of their young lifetimes, we have focused on training them to use obsolescent software products”