ABSTRACT
A dictionary will define ‘standard’ as: ‘the degree of excellence required for particular purposes; the measure of what is adequate; a socially or practically desired level of performance’ (Chambers, 1980). In the educational context, that is translated into the levels of attainment; attitudes and values. The popular use of the word ‘standard’ is not dissimilar. It is taken to denote an actual level of performance which is acceptable. It is this notion of standards that politicians and the public have in mind when they speak about falling standards: What they claim to see is a fall in actual performance levels dropping as a result of inadequate schooling and poor teaching. It was, in fact, the desire to raise standards which was the motivation behind the introduction of the National Curriculum. It was the then DES that claimed: ‘There is every reason for optimism that in providing a sound, sufficiently detailed framework over the next decade, the National Curriculum will give children and teachers much needed help in achieving higher standards’ (DES, 1989, p. 2).
