This study investigates the adequacy of the achievement standards of primary English reading in the 2015 Revised National Curriculum. To examine the degree of the adequacy, two approaches are employed. One is to compare the 2015 Revised National Curriculum with the 2009 standards, and the other is to refer to the widely-benchmarked Common European Framework of Reference for Languages(CEFR) as a comparative criterion. The analysis shows that 1) the new achievement standards in Grade 3~4 English reading are increased by extending the level of understanding to the sentence level, compared with 2009’s phrase level, 2) the 2015 achievement standards in primary English reading are hierarchically organized in accordance with the CEFR; however, within Grade 7~9 a revision is merited in order to maintain continuity between primary and middle school English. These comparisons suggest useful information on revisions to Korea’s National Curriculum. Also suggestions for employing a CEFR as a valid criterion of English curriculum and policy in Korea are made.
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