Assessment metrics for evaluating learning outcomes for tender aged pupils have turned out to be far more reliable than ever in the history of education. It may be mentioned that system of education at all grades, with the advent of new technologies in the past few decades, has been regulated by an exhaustive set of parameters catering to all aspects of a student’s development – capacitive, cognitive, cerebral and collaborative. Considering all these constraints and possibilities of education, the Primary National Strategy adopted by the UK Secretary of State for Education in 2003 rendered a paradigmatic model for overall improvement of learning within the domain of primary education. The primary framework under the Strategy is divided into three basic formats, namely, Literacy Framework, Mathematics Framework and CPD (Crown 1997-2010).Hertfordshire Case Study: Subject Coordinators
Development, planning, and teaching of mathematics are the primary areas of concern in the context of UK education. Even the government has taken initiatives to seek professional assistance from mathematics coordinators for nullifying the impact of market-oriented educational model which is generally believed to be lacking in expertise. Hence, the need to use specific evaluative measures for specific disciplines is difficult to undermine particularly in the context of effective classroom management (Craft 1996: 193). The position of mathematics coordinators in the context of primary education is a notch higher than that of mathematics teachers. They are generally entrusted with leadership roles for managing a number of important tasks arraying from organizing staff courses to time management in small institutes. .Moreover, they also shoulder the responsibility of allocating resources to their subordinates. It was as early as in the 1970s and 1980s when the idea of a coordinator’s role in elementary curriculum began to take shape, which eventually manifested itself through a recognizable pattern. . .