National Curriculum tests and the teaching of thinking skills at primary schools – parallel or paradox?

Abstract

The drive to raise standards in core curriculum subjects, and the teaching of thinking skills, are both aspects of the UK government's education policy for England. This article is based on findings from a questionnaire-based research project which investigated the relationship between National Curriculum tests, which are an important element of the ‘Standards Agenda’ on the one hand, and the teaching of thinking skills in primary schools, on the other. Analysis of the data indicated a negative impact of these tests on the teaching of thinking skills. In examining the results, the principles underlying both the National Curriculum tests and the teaching of thinking skills are discussed, and found to conflict considerably. It is argued that pedagogies aimed at the development of higher order thinking skills cannot be expected to flourish in an education system which continues to be dominated by tests and league tables.

Keywords:

• teaching thinking skills
• statutory tests
• performativity

Acknowledgements

I would like to express my gratitude to the late Rosie Turner-Bisset for her encouragement. Thanks also go to David Moseley, Francis R. Jones, David Leat and Robert Peers. The project reported on in this paper was made possible by a grant from the Newcastle University Faculty of Arts and Humanities research fund. Finally, thanks go to Northumberland Local Authority and the survey respondents. Authorisation was given for Northumberland to be named in this paper.

Notes

1. Northumberland has a system of First, Middle and High Schools. The end of Key Stage 1 (Year 2) tests are carried out at First Schools, whereas the end of Key Stage 2 (Year 6) tests are carried out at Middle Schools.