‘Entitlement means prescription’: exploring the Rose Review
DOI: 10.1080/03004270903519196
Title: ‘Entitlement means prescription’: exploring the Rose Review
Journal Title: Education 3-13: International Journal of Primary, Elementary and Early Years Education
Volume: Volume 38
Issue: Issue 4
Publication Date: November 2010
Start Page: 345
End Page: 351
Published online: 9 Nov 2010
ISSN: 0300-4279
Author: Peter Silcocka*
Affiliations:
a School of Education, University of Hertfordshire , Hatfield, UK
Abstract: The Rose Review makes a number of worthy recommendations deserving implementation, especially those advising a gradual, three-phase shift towards subject-based studies from play-based practices. But Rose's attempt to make the Primary Curriculum manageable does not and probably could not succeed. The content-led nature of a Rose-Reviewed curriculum, its implications for teaching and learning, key proposals on core skills, alongside what we can expect of future assessment policy would, very likely, sustain a heavy workload for teachers. What is argued is the need for a flexible curricular framework rather than burdensome content, allowing young pupils to progress at their own level and pace, where quality learning matters more than standard assessment and coverage.

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