Almost two thirds of Leeds residents say some subjects taught in schools are irrelevant

Almost two thirds of Leeds residents say some subjects taught in schools are irrelevant and not useful, a new survey has found.
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A survey by RS Components revealed that 61% of people in Leeds feel that some subjects taught in schools are irrelevant and not useful, with supporting data suggesting that money management, first aid, and online safety should be added to the school curriculum to help prepare kids realistically for their future as an adult.

The study examined attitudes towards education by the British public.

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In Leeds, more than half of those interviewed said that children are not taught "the skills they need" by the current curriculum.

Almost two thirds of Leeds residents say some subjects taught in schools are irrelevantAlmost two thirds of Leeds residents say some subjects taught in schools are irrelevant
Almost two thirds of Leeds residents say some subjects taught in schools are irrelevant

Just over a quarter (27%) said they knew what they wanted to do for a career at the time they left education.

Around a third of those questioned said the schools in their area of Leeds were "not good enough".

Matt Coleman, Director of Primary Education at Nene Education Trust: “Right from the moment children come into primary schools, we should be talking about employment education.

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“The question is, how do we prepare our young people for the world they’re going into? As educators, we play a hugely important role in that and that’s by making sure that our curriculum is absolutely tailored to meet the change in needs for the world that these children are moving into. For example, we should be linking up with employers and talking with businesses to ascertain what skills and knowledge young people actually need when they join the workplace - and we need to be doing this from a young age.

“Curriculum has to be bigger than just English and Maths. Of course, English and Maths are core and fundamental skills that young people have to have, but developing character, understanding the uniqueness of every young person and ensuring that the intent behind the curriculum is aligned with the future is key.

“By the time that 80% of children who are starting school now get their first job as an adult, their future job doesn’t even exist yet. The world is moving very quickly and we have a duty in education to change our outlook on this.”

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