The first key movement in my primary education is that there is a school choice not to participate in the national assessment, otherwise, I knew at the time SAT test. This was due to teachers' national strikes in 2010, which gave primary schools the opportunity to determine whether they could allow their year six students to undertake this test. ( Harrison. A., 10 May 2010, BBC News.) I was grateful at the time, but I did not understand why, as I was only aware that my teachers were stressing about the importance of the test, and after my teacher told us we weren't taking the test, she seemed so much happier in the classroom. Mick Brookes, a sectary from the National Teachers Unions, claimed he believed it was immoral that the school is accountable for standards in academic standards in a series of set tests that only 'one year group.' ( Harrison. A., 10 May 2010, BBC News.) undertakes. This conveys that it supports Anthea Millet, who was a former head of Teacher Training Agency, as through her own personal experience when interacting and observing primary teachers on the topic of education, they would find it extremely difficult to actually communicate with others about teaching, instead they rather talked about the learning, which demonstrated that they could talk with near perfect precision about curriculum and assessments rather than their own teaching methods. () This demonstrates that the assessment in primary education is creating a certain ideology that is substantially causing a negative form of pedagogy that could not be viewing the child as a learner, but rather as another number that has to be learned certain material. Consequently, this portrays that the formation of national assessments for primary school teachers could not provide an adequate education for all, so it's creating an inefficient education within the current system.
However Labour school secretary Ed Balls at the time believed that schools should not take the tests as it 'breaches both moral and statutory duties to hold the tests.'( Harrison. A., 10 May 2010, BBC News.)It was later in secondary school were I was made aware that the primary school teacher made their own decision by my class work to decide my overall grade. Consequently, when I attended secondary school my teachers were concerned as I was put in classes based on that grade and I remember them telling me that my expected national grade that was predicted by my primary school was really wrong as I was performing at a much higher level than what I was predicted. Bourdieu and Passeron (1970) believed that the primary assessments would allow a 'pedagogy is the act of teaching together with its attendant discourse.'( Alexander, R., 2004, pp.11.) This conveys that there is a contradiction within government bodies schools and educational theories have opposing notions of education. Although through my own education experience that the education theory emphasizes that all teaching professions should work in cohesion with one another the test scores from national assessments could form justification and clarification that can identify the criteria of education that the children to establish guidelines for all teachers to know were the child is academic. Ultimately, the national assessment in primary schools forms a test that gives clear indications that could convey to teachers the set standards that children will need to further their education.
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Meanwhile, in secondary school, I attended a Roman Catholic education but I remember in my religious education all students in the school were taught under the curriculum about a variety of religions. I remember in one module we would be taught and openly discuss different aspects of different religions. I remember in one module we were educated about the principles and values of religion. This formed a pedagogy of teacher to enable a child-centered classroom as we discussed with fellow peers on the topic in group work activities and were able to freely contribute are opinions to the teacher through a full class group discussion. (Entwistle, H., 1970.)According to Scheffer, this type of learning practice makes a more relaxed classroom, as it establishes a sense of freedom predetermined teacher 'standards' and 'encourage an increase in imagination, sympathy, and understanding in a child's world' (Entwistle, H., 1970, pp.97.). This form of learning practice gave me the empowerment, confidence, and ability to understand my own personal views but also to understand other people's views. This approach increased me to be able to have a more diverse mindset and to develop the ability to consider and respect alternative perspectives in other religions.
However, I believe this type of learning practice used by my religious education teacher was highly self-conscious due to the sensitive nature of opinions from other pupils that could potentially be emotionally distressing to another student. I remember in one of my lessons with religious students we were talking about issues of religion in relation to terrorist events one girl spoke loudly that 'all Muslims are terrorists.' Consequentially a Muslim girl in my class started crying as she was deeply offended this created animosity between pupils and the classroom became chaotic and this caused my teacher to become flustered as they didn't predict this type of response. Ploghoft and Anderson (1981) believed that media creates 'receivership skills' as it is educating children with 'the ability to respond to media stimuli creativity with sensitive and individualized discrimination.'(Brown, J.A., 1998, pp.46.) According to Millett (1999) this raises concerns in teachers' pedagogy as at the time of my education the curriculum was 'centralization and tight political control.' (Alexander, R., 2004, pp.10.) This illustrates that this questions whether some subject areas could be deemed too sensitive for teachers as they might not have enough teacher development. (Hill, S. and Comber, B., 2000.) Ultimately teachers cannot always be to be aware of what an individual child is going to say as professionals in school cannot determine the extent of coverage the child can be exposed to at home in viewing any form of other media in any technological appliances that can develop a child interruption to discrimination viewpoints that cannot recognize this as every child is an individual who can form any opinion on certain topics and in current school pedagogy the teacher's emphasis the importance of free speech but with unlimited freedom could potentially cause a range of negative social issues developing.
Additionally, through the deterioration of time in secondary education, I remember that every day there was a set structure in each subject. Within my reflection on secondary education, I remember that at the beginning of each academic year, we were given a printed weekly timetable document that outlined all the details of the structure and timeframe of each lesson per day. According to Davydow (1993, 1988), the structure in schools allows children to understand the importance of remain order, which can make validation of the concept that would be influential to be adaptable in the future. (Kennedy, N. and Kennedy, D. 2011.) At the time, I believed this was an effective structure system of timetabling, which gives all students a generalized illustration of the written representation of standards in an efficient way of organization that established the determined standards of student conduct throughout the school day. Therefore it created awareness for all as the timetable clarifies an organized model that students have a clear understanding of as we could keep referring to the timetable document anytime in the school year.
However, now I believe that timetabling is not always applicable in my everyday life. As of now, I am an independent living on my own and have other personal requirements that need to be considered in my further studies. Later, Davydov (1990) contradicts their ideas, as well as had a conflicting belief that children can develop their own practices more and individually. (Kennedy, N. and Kennedy, D. 2011.)This conveys that there is no right set structure in schools that can enable all children to continually apply the set standards. This set of organizations could be influential in maintaining daily and later life. Ultimately, it might be timetabling, which might be an adequate educational practice within the facility, but on the individual itself, it questions the validity in real life in the home environment, as there are individual and other individual expectations in daily life that make this structure possibly being unrealistic when children attend school and later life.
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