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How do we ensure that the curriculum truly is Broad and Balanced? This book provides both discussion of the current challenges and practical guidance and support on how to tackle them.
The curriculum in many primary schools, in recent history, became worryingly narrowed such that children were being prepared for tests more than their lives were being enriched with a variety of knowledge, skills and experiences. It is clear that it is the latter that enables them to perform well in tests and in life, so the time for change is now! This book seeks to empower teachers and school leaders to better understand what is meant by 'curriculum' and what a creative educational diet might look like in each individual school. The book explores curriculum intent, implementation and impact. It includes leaders' reflection boxes and practical suggestions for busy teachers. Emma L. Palastanga analyses the need for a broad and balanced curriculum, against the limitations of cramming for success, and delves deep into the process of curriculum planning, delivery and evaluation, using Ofsted’s terminology. Examples of lessons and a range of different approaches are shared throughout the book. A Creative Primary Curriculum for All will give all subject leaders, classroom teachers and teacher trainees the confidence to provide a rich, exciting and varied curriculum, meeting the needs of learners whilst also letting the craft of teaching and individual inspiration shine.
Originally published in 1990. Small primary schools were a source of considerable debate in the 1980s. This balanced and authoritative account is based on the findings of a survey of curriculum provision. It shows that small primary schools differ surprisingly little from their larger counterparts in the content of their curriculum and in the manner of its teaching. It suggests though that pupils in small schools do not necessarily get a better deal than pupils in larger schools. It looks at the future of those schools and discusses clustering and federation to pool resources. Written just as the National Curriculum was about to be introduced, this book is an interesting reflection for students of primary education, curriculum studies and educational administrators.
Schools face many different choices in their responsibility to deliver a broad and balanced curriculum - including the National Curriculum. Whilst the requirements placed on schools are the same, the response that schools make will be very individual as they match demands and capabilities. This work is designed to help and encourage primary schools in that process. It provides examples of the ways in which schools from a variety of different backgrounds have successfully tackled curriculum development. It should provide a practical starting point for any school, whatever its circumstances, in coping with change and development.
This sourcebook offers a unique summary into all that was important in primary education during the 1990s. It provides almost fifty key readings on the field which are grouped around six major topics: * learners * teachers * classrooms * curriculum * assessment * school and education policy. Over half of the readings focus on real life cases - such as pupils, teachers, classrooms or schools - as a means of conveying some of the interpersonal subtleties of teaching and learning in primary schools. At the same time, these cases highlight important current topics and debates in primary education and often provide insights into practical ways of meeting the challenges which are posed. Other articles are more explicitly analytical and provide conceptual frameworks, overviews or critiques of their fields. This is an excellent resource and guide for primary school teachers, and students studying on PGCE courses.
Assessing the effects of New Labour's education policies on primary schools, this book discusses the impact of policies on primary school practices, as well as looking at the views and experiences of primary school teachers and pupils.
A team of highly regarded contributors were invited to take a rational look at the future of primary schools, particularly during the first 20 years of the next millennium. They were asked to consider many questions, including: What are the roots of primary education? What is the justification for a radical agenda? How well is the system working and in what ways could it further optimize its effectiveness in the interests of the participants? What is a primary school, and what purpose does it serve, and what ends does it have in view? Are these ends appropriate for the future? This book, then, represents the thinking of key scholars and researchers working in the area of primary education and will be essential reading for those involved with the education of primary-aged children.
The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. The Teachers′ Standards underpin professional practice and all teachers need to work towards and within this framework. This two-in-one handbook presents the National Curriculum Programmes of Study for ALL curriculum subjects for Key Stages 1, 2 and 3 PLUS the complete Teachers′ Standards, making it a handy reference copy whether you are in training or practice. Also included is an introduction by renowned education theorists Dylan Wiliam focusing on the need for a broad and balanced curriculum in schools. A must-have resource for all teachers and trainee teachers!
