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National Curriculum (national + curriculum)
Selected AbstractsAlas, Poor Shakespeare: Teaching and Testing at Key Stage 3ENGLISH IN EDUCATION, Issue 3 2003Jane Coles Abstract In this article I briefly consider the ideological impetus for retaining Shakespeare as a compulsory component of the National Curriculum for English. I take issue with the current Key Stage 3 testing regime. In particular, I question the educational value of tests which ultimately undermine what is generally agreed to be good classroom practice and which force on teachers a narrow theoretical perspective of Shakespeare, where close textual analysis and Bradleyan notions of character predominate. [source] Writing Process and Progress: Where Do We Go from Here?ENGLISH IN EDUCATION, Issue 1 2001Mary Hilton Abstract This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher-led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ,process' embedded in the National Curriculum, particularly the idea of creative pre-writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards. [source] Improving Dean's writing: or, what shall we tell the children?LITERACY, Issue 2 2004Graham Frater Abstract In this paper Graham Frater finds early signs of a revival of explicit instruction in English grammar to pupils of compulsory school age in England; this is accompanied by an expectation that such teaching might play an important part in closing the ,writing gap'. He suggests that, strengthened by the National Literacy Strategy, this early re-awakening invokes again some of the debates that accompanied the construction of the National Curriculum. Rooted in a case study of a text by a low-achieving Y7 writer, and in two surveys of effective practice with writing (covering Key Stages 2,4), this paper argues that purposeful text-level teaching, reading in particular, and the creation of real readerships offer more secure ways of promoting progress in writing. [source] Predicting curriculum and test performance at age 11 years from pupil background, baseline skills and phonological awareness at age 5 yearsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2007Robert Savage Background:, Phonological awareness tests are amongst the best predictors of literacy and predict outcomes of Key Stage 1 assessment of the National Curriculum in England at age 7. However, it is unknown whether their ability to predict National Curricular outcomes extends to Key Stage 2 assessments given at age 11, or also whether the predictive power of such tests is independent of letter-knowledge. We explored the unique predictive validity of phonological awareness and early literacy measures, and other pupil background measures taken at age 5 in the prediction of English, Maths, and Science performance at age 11. Method:, Three hundred and eighty-two children from 21 primary schools in one Local Educational Authority were assessed at age 5 and followed to age 11 (Key Stage 2 assessment). Teaching assistants (TAs) administered phonological awareness tasks and early literacy measures. Baseline and Key Stage 2 performance measures were collected by teachers. Results:, Phonological awareness was a significant unique predictor of all nine outcome measures after baseline assessment and pupil background measures were first controlled in regression analyses, and continued to be a significant predictor of reading, maths, and science performance, and teacher assessments after early literacy skill and letter-knowledge was controlled. Gender predicted performance in writing, the English test, and English teacher assessment, with girls outperforming boys. Conclusions:, Phonological awareness is a unique predictor of general curricular attainment independent of pupil background, early reading ability and letter-knowledge. Practically, screening of phonological awareness and basic reading skills by school staff in year 1 significantly enhances the capacity of schools to predict curricular outcomes in year 6. [source] How inclusive is the Literacy Hour?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2001Janice Wearmouth In this article, Janice Wearmouth and Janet Soler, both lecturers in the Faculty of Education and Language Studies at the Open University, explore the implications of recent Government initiatives for pupils who experience difficulties in literacy development. The authors focus, in particular, on their perceptions of the contradictions between the inclusive requirements of the National Curriculum and the prescriptive pedagogy of the National Literacy Strategy. The National Curriculum now requires teachers to respond to pupils' ,diverse learning needs'; the National Literacy Strategy is founded upon an expectation that all pupils in Key Stages 1 and 2 will be taught a daily Literacy Hour. This article explores the impact of these contrasting policies on classroom practice and concludes by drawing upon evidence of previously existing good practice in order to propose ways of resolving this dilemma. [source] Implications for nursing of the new national curriculum in personal, social and health education and education in citizenshipCHILDREN & SOCIETY, Issue 3 2001Therese Mill This article examines implications for nursing of the recent Government initiative to revise the National Curriculum in personal, social and health education (PSHE) in primary and secondary schools and to provide education in Citizenship for children and young people. Health education is but one strand of child health promotion which is rightly the concern of multidisciplinary team members. This initiative crosses the boundaries of health, education and social policy. It presents the challenge of new health promotion roles for child health nurses working in partnership with teachers in schools where the central focus will be empowerment of children and young people to fill their potential for achievement. Copyright © 2001 John Wiley & Sons, Ltd. [source] The Nation-State, Public Education, and the Logic of Migration: Chinese Students in HungaryTHE AUSTRALIAN JOURNAL OF ANTHROPOLOGY, Issue 1 2006Pál Nyíri Public education remains the nation-state's foremost instrument of forging citizens. But the emergence of ,international education', a system explicitly based on the ideology of globality and outside the purview of national curricula, provides a way to circumvent the citizen-making machine. This article, based on fieldwork among Chinese secondary school students in Hungary, considers the interaction between ,international education' and transnational migrants in a nation-state whose public education, as the state itself, has little interest in the ,integration' of non-natives. [source] Freedom of Choice, Community and DeliberationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3 2003Klas Roth Present arrangements for the control and administration of schools in Sweden foster freedom of choice and the interests of different value communities more than ideals such as democratic deliberation. I argue that children and young people should be given the opportunity to deliberate in ,discourse ethics' terms during their compulsory schooling, and I suggest that their right to engage in such deliberation is contained in the national curriculum. A discourse ethics approach to democratic deliberation pays attention to whether, and to what extent, individuals are free and able to participate in joint democratic deliberation. [source] Review of anatomy education in Australian and New Zealand medical schoolsANZ JOURNAL OF SURGERY, Issue 4 2010Steven Craig Abstract Anatomy instruction at Australian and New Zealand medical schools has been the subject of considerable debate recently. Many commentators have lamented the gradual devaluation of anatomy as core knowledge in medical courses. To date, much of this debate has been speculative or anecdotal and lacking reliable supporting data. To provide a basis for better understanding and more informed discussion, this study analyses how anatomy is currently taught and assessed in Australian and New Zealand medical schools. A mailed questionnaire survey was sent to each of the 19 Australian and 2 New Zealand medical schools, examining the time allocation, content, delivery and assessment of anatomy for the 2008 academic year. Nineteen of the 21 (90.5%) universities invited to participate completed the survey. There was considerable variability in the time allocation, content, delivery and assessment of anatomy in Australasian medical schools. The average total hours of anatomy teaching for all courses was 171 h (SD ± 116.7, range 56/560). Historical data indicate a major decline in anatomy teaching hours within medical courses in Australia and New Zealand. Our results reveal that as there is no national curriculum for anatomy instruction, the curriculum content, instruction methodology and assessment is highly variable between individual institutions. Such variability in anatomy teaching and assessment raises an important question: is there also variable depth of understanding of anatomy between graduates of different medical courses? [source] Emergency Medicine Clerkship Curriculum: An Update and RevisionACADEMIC EMERGENCY MEDICINE, Issue 6 2010David E. Manthey MD Abstract In 2006, the latest version of a national curriculum for the fourth-year emergency medicine (EM) clerkship was published. Over the past several years, that curriculum has been implemented across multiple clerkships. The previous curriculum was found to be too long and detailed to cover in 4 weeks. As well, updates to the Liaison Committee on Medical Education (LCME)'s form and function document, which guides the structure of a clerkship, have occurred. Combining experience, updated guidelines, and the collective wisdom of members of the national organization of the Clerkship Directors in Emergency Medicine (CDEM), an update and revision of the fourth-year EM clerkship educational syllabi has been developed. ACADEMIC EMERGENCY MEDICINE 2010; 17:638,643 © 2010 by the Society for Academic Emergency Medicine [source] Implications for nursing of the new national curriculum in personal, social and health education and education in citizenshipCHILDREN & SOCIETY, Issue 3 2001Therese Mill This article examines implications for nursing of the recent Government initiative to revise the National Curriculum in personal, social and health education (PSHE) in primary and secondary schools and to provide education in Citizenship for children and young people. Health education is but one strand of child health promotion which is rightly the concern of multidisciplinary team members. This initiative crosses the boundaries of health, education and social policy. It presents the challenge of new health promotion roles for child health nurses working in partnership with teachers in schools where the central focus will be empowerment of children and young people to fill their potential for achievement. Copyright © 2001 John Wiley & Sons, Ltd. [source] | ||||||||||||||||