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E-grāmata: Curriculum and Assessment in English 3 to 11: A Better Plan [Taylor & Francis e-book]

, (UCL Institute of Education, UK), (University of Sussex, UK), ,
  • Formāts: 290 pages, 9 Line drawings, black and white; 1 Halftones, black and white; 10 Illustrations, black and white
  • Izdošanas datums: 27-Apr-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781315228464
  • Taylor & Francis e-book
  • Cena: 124,51 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 177,87 €
  • Ietaupiet 30%
  • Formāts: 290 pages, 9 Line drawings, black and white; 1 Halftones, black and white; 10 Illustrations, black and white
  • Izdošanas datums: 27-Apr-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781315228464
Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years.

The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and crucially proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach.

Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.
Preface ix
Introduction 1(9)
Key principles
1(1)
The argument: truths restated
2(1)
The National Curriculum for English
3(3)
Tests and examinations in English
6(2)
The Early Years
8(1)
Learners of English as an additional language and speakers of non-standard varieties of English
8(1)
A Desirable Consensus
8(2)
1 Talk
10(23)
Summary of main points
10(1)
Voices from the past
11(9)
Children who fall behind
20(2)
The potential of collaborative talk and of good teaching
22(2)
A Model of the Process of Learning Through Talk
24(2)
A Note of Warning
26(1)
The present situation in England
27(4)
To conclude...
31(2)
2 Reading 3 to 7
33(36)
Summary of main points
33(1)
Reading: two camps
34(4)
Snapshots from the past
38(9)
Written English Available online at www.routledge.com
47(1)
The big question
47(10)
What should beginning readers read?
57(3)
Why do some children fail?
60(3)
The present situation in England
63(4)
To conclude...
67(2)
3 Reading 7 to 11
69(34)
Summary of main points
69(1)
Reading -- at large and in school
70(5)
One snapshot from the past: the Bullock Report
75(4)
Reading for pleasure
79(5)
Reading for information
84(5)
Reading imaginative literature
89(5)
The school library
94(3)
The present situation in England
97(4)
To conclude...
101(2)
4 Writing 3 to 7
103(32)
Summary of main points
103(1)
The world of writing
104(4)
Helpful guidance on early writing
108(15)
A Simple Model of the Writer
123(2)
What should young children write?
125(2)
The present situation in England
127(7)
To conclude...
134(1)
5 Writing 7 to 11
135(34)
Summary of main points
135(1)
Writing -- at large and in school
136(4)
The demands made on pupil writers
140(3)
The `personality' of the writer
143(2)
A Community of Readers and Writers
145(4)
A Broad and Varied Repertoire for Writing
149(4)
An effective understanding of instruction
153(9)
The present situation in England
162(5)
To conclude...
167(2)
6 Grammar and knowledge about language
169(26)
Summary of main points
169(1)
`The grammar question'
170(6)
Snapshots from the past
176(3)
`The grammar question': government answers since 1984
179(7)
The relationship between competence and reflection
186(2)
The present situation in England
188(4)
Grammar within knowledge about language
192(1)
Teachers' linguistic subject knowledge
193(1)
To conclude...
194(1)
7 Drama
195(20)
Summary of main points
195(1)
Theorists of drama teaching
196(10)
The present situation in England
206(5)
Drama in the school curriculum: another way
211(2)
To conclude...
213(2)
8 Media
215(16)
Summary of main points
215(1)
Media education: four patterns
216(3)
A Model for Media Education
219(9)
The present situation in England
228(1)
To conclude...
229(2)
9 Learners of English as an additional language
231(6)
The numbers
231(1)
The common ground
231(1)
The differences between EAL and EMT learners
232(2)
EAL learners and talk
234(1)
EAL learners and literacy
235(2)
10 Speakers of non-standard varieties of English
237(4)
A Linguistically Complex Competence
237(1)
Respect for difference
237(1)
A Dilemma
238(1)
Language diversity as a part of knowledge about language
238(1)
Non-standard forms in writing
239(2)
11 An alternative curriculum for English 3 to 11
241(25)
General principles
241(3)
Talk
244(4)
Reading
248(4)
Writing
252(6)
Grammar and knowledge about language
258(2)
Drama
260(3)
Media
263(3)
12 Assessment 3 to 11
266(18)
General principles
266(1)
Early Years Foundation Stage
266(5)
Key Stages 1 and 2
271(11)
To conclude...
282(2)
References: The combined reference list for this book and its sister volume, Curriculum and Assessment in English 11 to 19: A Better Plan, is available online at www.routledge.com/9780415784528 284(1)
Index 285
John Richmond has a breadth of experience as a classroom English teacher and advisory teacher in London, a local-authority English adviser, an officer on the National Writing Project and the Language in the National Curriculum Project (both in the UK), and a commissioning editor in educational television in the UK and the USA.

Andrew Burn has worked as a teacher of English, media and drama in schools in Cambridgeshire. He is Professor of English, Media and Drama at the UCL Institute of Education, UK.

Peter Dougill has been an English and drama teacher in schools in the south of England, a local-authority English adviser, Chief Inspector in the London Borough of Wandsworth, and an HMI. He is Senior Visiting Research Fellow at the University of Sussex, and an independent educational consultant in the UK.

Mike Raleigh has been an English teacher in Leicestershire and London, Deputy Warden of the ILEA English Centre, a local-authority English adviser and Deputy County Education Officer in Shropshire, and an HMI. He was Divisional Manager in Ofsted, Regional Director of the National Strategies in England, and an adviser to the Department for Education.

Peter Traves has been an English teacher in London, a local-authority English adviser, headteacher, and Director of Childrens Services in Staffordshire. He is an independent educational consultant in the UK.