A nation should require all of its students to study the same national curriculum until they enter college.”
Across education systems in the world, there are some nations with different curriculum set by schools based on whether they are private or public. Other nations impose a standard curriculum that most students are subject to. As education prior to college usually culminates in tests for college entrance, and that it is used for a tool to nurture citizens, it is beneficial to require a consistent curriculum among schools to a large extent, while catering for the innate differences and abilities of its students.
Having the same curriculum serves as a great equalizer across schools and students. Even if the students belong to different schools, by having studied the same topics they should be equally prepared for entrance exams such as the GCE A levels which are used for university entrance criteria. This equal benchmark provides a fair starting platform for different students, even though they may have entered schools based on different socio-economic background. With the same curriculum, we can ensure there is no unfair disadvantage as certain schools have been more focused on training students towards university entrance exams while others may have been focused on project work and exploration or lesson plans according to their teachers, which do not prepare them for standardised exams.
Another benefit of ensuring a consistent curriculum is that young students have a shared base on knowledge with which can foster a shared identity. For instance, in having the same topics and stories shared in social science subjects and history, two different students meeting in college will be able to converse about the topics they have both learnt with the same background information. This can be about the history and development of their country or about the international relations among the countries around them. When mutual understanding is fostered, it is easier to share an identity as citizens of a nation. Conversely, if curriculum is different, it may be more difficult for different students to find shared topics and they may hold different views about their identity as citizens of that country. Thus, for more close knit bonds between their citizens, the nation should adopt a standard curriculum.
However, for all its benefits, allowing curriculum to be customised across schools and classes may also be beneficial. Different ability of students can be better served by allowing teachers leeway to prepare lesson plans and topics that they deem fit for their students. For example, in Singapore, technical study subjects such as woodwork, and even Accounts Management tend to be available to students who fair lower in standardise streaming tests, while those with better scores are encouraged to adopt additional sciences and mathematics subjects. This system is to serve the needs of the workforce where some students will enter STEM fields while others can occupy jobs served by other technical skills. Moreover, having flexibility also allows education to be catered to students' innate talents such as in arts or sports, or even science. Schools focused on students with artistic capabilities will only succeed if given the opportunity to devise a curriculum suited to nurture the potential of its charges.
While it is useful to provide subjects according to the talents of students, there should still be an attempt to standardise the contents on subjects such as Science and History across schools for the benefits mentioned prior. With such provisions, the nation can ensure its students potential is met, while providing an equal platform for further studies regardless of economic background, and shared knowledge.
Grammar and spelling errors:
Line 1, column 517, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ferences and abilities of its students. Having the same curriculum serves as a g...
^^^^^^
Line 3, column 236, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'A level' or simply 'levels'?
Suggestion: A level; Levels
...ared for entrance exams such as the GCE A levels which are used for university entrance ...
^^^^^^^^
Line 5, column 498, Rule ID: NOUN_AROUND_IT[1]
Message: Consider using 'the surrounding countries'?
Suggestion: the surrounding countries
...about the international relations among the countries around them. When mutual understanding is fostered,...
^^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, conversely, however, if, may, moreover, so, still, thus, while, for example, for instance, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3099.0 2235.4752809 139% => OK
No of words: 578.0 442.535393258 131% => OK
Chars per words: 5.3615916955 5.05705443957 106% => OK
Fourth root words length: 4.90322654589 4.55969084622 108% => OK
Word Length SD: 2.76651605234 2.79657885939 99% => OK
Unique words: 267.0 215.323595506 124% => OK
Unique words percentage: 0.461937716263 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 957.6 704.065955056 136% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 67.3013664267 60.3974514979 111% => OK
Chars per sentence: 147.571428571 118.986275619 124% => OK
Words per sentence: 27.5238095238 23.4991977007 117% => OK
Discourse Markers: 4.95238095238 5.21951772744 95% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0511337672267 0.243740707755 21% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0227406143796 0.0831039109588 27% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0568763255397 0.0758088955206 75% => OK
Paragraph topic coherence: 0.0427601525877 0.150359130593 28% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0637181410027 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 17.6 14.1392134831 124% => OK
flesch_reading_ease: 35.61 48.8420337079 73% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 14.1 12.1639044944 116% => OK
dale_chall_readability_score: 8.99 8.38706741573 107% => OK
difficult_words: 147.0 100.480337079 146% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.