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Are English kids capable of take hold of grammar greater or worse than that of kids in different international locations? Are they higher or worse at numeracy than their neighbours? Does the English schooling process degree as much as the problem from its opponents? this can be an exam of the schooling process in England in comparison with neighbouring nations, comparable to France. this article exhibits what scholars in England and France are doing within the school room and what criteria they in attaining. The voices of the scholars themselves articulate a number of perceptions.
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Thus first there were problems in adapting the mark scheme to be applicable to the French language. Secondly, it was found that the mark scheme, as a product of English educational values, was not a valid tool with which to assess written scripts from a different culture. The mark scheme tended to mask cultural differences between the performances of English and French children. For instance, French stories were generally much shorter than English ones. This was particularly the case with the weaker French scripts which tended to consist of a few short and fairly well punctuated sentences.
The formal structures of this strongly national system of education have remained recognizably the same over the decades since the Ferry laws. 1. The system is based in principle on an unbroken line of command from the office of the Minister of Education straight into the classroom of each primary teacher. However much individuals in the hierarchy in practice use their position and influence to exert a local and personalized authority, the formal structure does not provide for local independence at any level.
In structure they were, unlike the French scripts, more likely to be in the form of a continuous stream, with little or no punctuation and also little content. ' (Frankfurt or York paper). The QUEST Project 37 Not only did the English mark scheme tend to mask cultural differences but it could also distort the children's performance levels. In applying the criteria of the English mark scheme, the weaker French stories invariably achieved higher scores than it was thought they merited. In the Maths A and B the national criteria were not sufficient for the kind of detailed analysis of national strengths and weaknesses in pupils' performance in the subject that we sought.