Planning the Primary National Curriculum
A complete guide for trainees and teachers
Keira Sewell
- 320 Seiten
- English
- ePUB (handyfreundlich)
- Über iOS und Android verfügbar
Planning the Primary National Curriculum
A complete guide for trainees and teachers
Keira Sewell
Über dieses Buch
A complete guide for trainees and teachers To prepare to teach the new PrimaryNational Curriculum, you need more than just the Programmes of Study. You need a resource to help you understand, plan for, teach and assess the curriculum. This is it! Your guide toplanning the Primary National Curriculum. This book explores how to plan in primary schools. It covers curriculum design and structure, challenges to learning, and how children learn. New in this edition is a piece on Decolonising the Curriculum. For each curriculum subject the programme of study is included, with notes to help you interpret it for your own class. The textcovers how the teaching of each subject can be organised, assessment opportunities, key and essential resources in each subject, and how ICT can best be used in each subjectto enhance teaching. Sequenced lesson examples in all subject chapters link theory to practice and highlight progression. The final section of the book explores the many ways in which the curriculum can be delivered. It includes the creative curriculum, dialogic teaching, cross-curricular learning and more current thinking about interpreting the curriculum.
Häufig gestellte Fragen
Information
Section 1 Overview of planning
1 The planning context
Context 1 Implementing the national curriculum
Key changes
- The national curriculum is only statutory for maintained schools in England and these schools must publish their curriculum by subject and year group online each year. Academies can choose whether to follow the national curriculum.
- The national curriculum is to be considered one part of the curriculum offered by a school and no further guidance will be given by the government on how to plan or teach the curriculum offered.
- English, mathematics and science remain as core subjects but with an expectation that numeracy and literacy will be taught through all subject areas. There is an emphasis on phonics in the early teaching of reading.
- Art and design, design and technology, geography, history, music and physical education remain as foundation subjects. Information and communications technology has been replaced by computing with an expectation that ICT should permeate all subjects. Languages are now included in the national curriculum for key stages 2 and 3.
- There remains an expectation that personal, social and health education (PSHE) and religious education (RE) will be part of any school provision although the content of this remains, largely, within the control of each school. Sex and relationship education is not statutory in the primary phase. Citizenship and sex and relationship education are statutory from key stage 3.
- In assessment, levels have been removed and schools are free to choose their own system of reporting. Children will be expected to understand and apply the concepts, skills and processes outlined in the programmes of study appropriate for their year group or key stage. Schools will still be required to report progress to parents at the end of each key stage, and end of key stage tests will remain.
Structure of the national curriculum
- English
- mathematics
- science
- art and design
- computing
- design and technology
- geography
- history
- languages
- music
- physical education.
Developing a personal philosophy
- What do you think education is? Is it a process or a product? Is schooling the same as education? (Read Sewell and Newman (2014) to reflect on some of these ideas.)
- Does the purpose of education change from the primary to the secondary phase and, if so, why and in what ways?
- What do you think children should be able to know, understand, do and be by the end of the primary phase?
- How should a primary curriculum reflect these ideas? (Read Hedges (2014) to reflect on this.)
- What principles can you apply to your planning to reflect your personal philosophy of education?
Teachers’ Standards
- Part 1: Teaching
- Part 2: Personal and professional conduct
- set high expectations which inspire, motivate and challenge pupils;
- promote good progress and outcomes by pupils;
- demonstrate good subject and curriculum knowledge;
- plan and teach well-structured lessons;
- adapt teaching to respond to the strengths and needs of all pupils;
- make accurate and productive use of assessment;
- manage behaviour effectively to ensure a good and safe learning environment;
- fulfil wider professional responsibilities.
Now consider part 2 of the Standards which state:
- Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;
- having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;
- showing tolerance of and respect for the rights of others;
- not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
- Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
- Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.