The national curriculum and standards in primary schools: A comparative perspective
Date
2000ISSN
0305-0068Source
Comparative EducationVolume
36Issue
4Pages
383-395Google Scholar check
Metadata
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A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.