This book is concerned with the relationships and tensions in education between children's needs and societies' demands, questions which primary teachers everywhere face on a daily basis, such as: * how does society's view of children and childhood affect teaching and learning? * how do the dictates of the education system, including a national curriculum, shape teaching practice? * how do the conventions of classroom practice fit with teachers' own beliefs and values? The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.
... 179,219 Egan , K. 118 , 119 , 128 , 170,217 Eisner , E. W. 3,29–31 , 37,88,89 , Jackson , A. 219 90 , 118 , 148 , 184 , 192 , 200–1,217 , James , C. M. 83,219 221 Johnson , S. 222 Elliott , J. 137 , 138 , 141 , 193 , 194 , 217 Katz ...
... thinking pictures, chain of events, choice pyramids, pros and cons charts and odd-one-out lists. National Curriculum attainment target level descriptors give a guide to building in continuity and progression through the key skills ...
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.
How do I enrich children′s learning of primary mathematics to bring the subject to life? This book inspires and supports you, the new and beginning teacher, to use talk-rich and open tasks that bring mathematics to life in your classroom.
The editors of this text provide practical examples for implementing new requirements into primary teachers' daily schedules and enourage reflection on teachers' own practice.
At the heart of the chapter by Thompson and Palmer lies the use of geograhical enui to deepen understanding and develop a sense of place. Brown' on physical education emphasises the importance of teachers helping children to construct ...
How do we ensure that the curriculum truly is Broad and Balanced? How do ensure that we are educating the whole child? This book provides both discussion of the current challenges and practical guidance and support on how to tackle them.
Focusing on these two contrasting roles of challenge and reflection, Robinson ei al. (I990b: 29) wtite, in some societies and at some times the artist is an iconoclast who challenges prevailing attitudes and values, generating new ...
Harlow : Pearson Education . Heinrich , P. ( 1995a ) The school development plan for IT , in B. Tagg ( ed . ) Developing a Whole School IT Policy , pp . 51–71 . London : Pitman . Heinrich , P. ( 1995b ) Sharing responsibility , in B.
Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts.