The national curriculum and standards in primary schools: A comparative perspective

A comparison is made of the standards in primary school mathematics in Engl and and Cyprus, drawing upon national curricula, content of textbooks and d ata from international comparisons of attainment. Standards are conceptuali sed 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 e xplanations are explored and policy issues associated with national standar d setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.