Over the past 5 weeks, I have been persuaded of the increasing magnitude of change the standard curriculums in the UK could do with. I will introduce a few methods I currently think the educational system could do with standardising as well as direct you to the blogs that have triggered or are related to these conclusions of mine.


Effective management of classroom behaviours can allow less time and effort to be spent on reprimanding and could lead to more on-task behaviours and teaching opportunities (Watkin & Slocum, 2004). For effective behaviour management, both warm student-teacher relationships along with the use of frequent praises and, if necessary, other rewards may have to be established and implemented (Jones, Daley, Hutchings, Bywater & Eames, 2007; Reid & Webster-Stratton, 2001; Webster-Stratton, 2004).

(Carys’ blogs)


Especially for primary schools, more focus than is offered in the current reality needs to be shifted towards teaching skills, such as reading, writing, speaking, mathematics and computer skills, which are necessary foundations for various of other lessons (Rose, 2009). Without the fundamental skills needed to understand other lessons, learning can become harder and the difficulties can stack until there is overall academic failure (Binder, 1996). Hence, fundamental skills have to be learnt before moving on otherwise chances of learning in subsequent lessons can be reduced.

(Declan’s blog)


As well as a final grade, some way of tracking the progress of students throughout a course can be advantageous to learning, because the knowledge of personal progresses alone can be intrinsically motivating enough for some to improve their performance (Binder, 1996). Hence, the student’s own progress should be made clear and accessible. This could be done via charting for instance weekly (Shinn, 2002) or even daily (Lindsley, 1992) scores.

(Chiron’s blog)

All in all, what is it I would like to change?

There are multiple of links here that were directed towards science papers at the time of pasting. What I would like is for the education sector to improve their receptivity for scientific evidence. If more scientific evidence is taken into consideration, less of the trial and error, the ‘let’s hope whatever I try this time will work’ approach in providing education will exist (Snider, 2006). Instead, the education sector should aim to provide education that have actually been empirically validated and change itself more quickly and hopefully for the better (Snider, 2006).