Topic Work in the Early Years: Organizing the Curriculum for by Joy Palmer

By Joy Palmer

Within the face of a subject-based nationwide Curriculum, topic-work is below shut scrutiny. right here the authors argue its case through displaying how subject matters can fulfil particular curricular standards when protecting a definite flexibility.

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There are disadvantages to be acknowledged—teaching to the middle range, general mismatch and inattentiveness—but there are some activities which the class might not experience at all without class Planning, organisation and assessment 33 teaching. Certain demonstrations, for example, those using lighted candles or requiring large amounts of time and equipment, may only be possible with a class. Moreover, children cannot discover everything in the curriculum, and it is economic of their time and teachers’ if they can select some of the curriculum for class teaching.

Schools, however, must produce schedules for the aggregation of the more informal records a class teacher makes with more formal teacher assessment for every school year. Teacher assessments at age 7 are a legal requirement, although they are disregarded where a standard attainment target differs from them (with certain exceptions requiring many conditions to be met). The job of class 2 teachers is impossible unless teacher assessments in each preceding year are rigorous. Therefore, common agreed records are essential.

Again, as the Non-Statutory Guidance suggests, statements of attainment indicate the stages through which pupils are likely to progress in order to develop the abilities defined in each attainment target, and teachers should see statements of attainment as targets or objectives related to the overall attainment target of which they are part. This does not mean that they should only develop tasks which are targeted on a particular statement of attainment. Indeed, tasks will often benefit from being related to a number of levels and to more than one attainment target (NCC 1991a).

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