Normal view MARC view ISBD view

Curriculum and Assessment in English 3 To 11 : A Better Plan.

By: Richmond, John.
Contributor(s): Burn, Andrew | Dougill, Peter | Raleigh, Mike | Traves, Peter.
Material type: TextTextSeries: eBooks on Demand.Publisher: London : Routledge, 2017Copyright date: ©2017Description: 1 online resource (301 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781351856195.Subject(s): English language-Study and teaching (Elementary)-Great BritainGenre/Form: Electronic books.Additional physical formats: Print version:: Curriculum and Assessment in English 3 To 11 : A Better PlanDDC classification: 372.6044 Online resources: Click here to view this ebook.
Contents:
Curriculum and Assessment in English 3 to 11- Front Cover -- Curriculum and Assessment in English 3 to 11 -- Title Page -- Copyright Page -- Contents -- Preface -- Introduction -- Key principles -- The argument: truths restated -- The National Curriculum for English -- Tests and examinations in English -- The Early Years -- Learners of English as an additional language and speakers of non-standard varieties of English -- A desirable consensus -- Chapter 1: Talk -- Summary of main points -- Voices from the past -- Children who fall behind -- The potential of collaborative talk and of good teaching -- A model of the process of learning through talk -- A note of warning -- The present situation in England -- To conclude . . . -- Chapter 2: Reading 3 to 7 -- Summary of main points -- Reading: two camps -- Snapshots from the past -- Written English Available online at www.routledge.com/ 9780415784528 -- The big question -- What should beginning readers read? -- Why do some children fail? -- The present situation in England -- To conclude . . . -- Chapter 3: Reading 7 to 11 -- Summary of main points -- Reading - at large and in school -- One snapshot from the past: the Bullock Report -- Reading for pleasure -- Reading for information -- Reading imaginative literature -- The school library -- The present situation in England -- To conclude . . . -- Chapter 4: Writing 3 to 7 -- Summary of main points -- The world of writing -- Helpful guidance on early writing -- A simple model of the writer -- What should young children write? -- The present situation in England -- To conclude . . . -- Chapter 5: Writing 7 to 11 -- Summary of main points -- Writing - at large and in school -- The demands made on pupil writers -- The 'personality' of the writer -- A community of readers and writers -- A broad and varied repertoire for writing.
An effective understanding of instruction -- The present situation in England -- To conclude . . . -- Chapter 6: Grammar and knowledge about language -- Summary of main points -- 'The grammar question' -- Snapshots from the past -- 'The grammar question': government answers since 1984 -- The relationship between competence and reflection -- The present situation in England -- Grammar within knowledge about language -- Teachers' linguistic subject knowledge -- To conclude . . . -- Chapter 7: Drama -- Summary of main points -- Theorists of drama teaching -- The present situation in England -- Drama in the school curriculum: another way -- To conclude . . . -- Chapter 8: Media -- Summary of main points -- Media education: four patterns -- A model for media education -- The present situation in England -- To conclude . . . -- Chapter 9: Learners of English as an additional language -- The numbers -- The common ground -- The differences between EAL and EMT learners -- EAL learners and talk -- EAL learners and literacy -- Chapter 10: Speakers of non-standard varieties of English -- A linguistically complex competence -- Respect for difference -- A dilemma -- Language diversity as a part of knowledge about language -- Non-standard forms in writing -- Chapter 11: An alternative curriculum for English 3 to 11 -- General principles -- Talk -- Reading -- Writing -- Grammar and knowledge about language -- Drama -- Media -- Chapter 12: Assessment 3 to 11 -- General principles -- Early Years Foundation Stage -- Key Stages 1 and 2 -- To conclude . . . -- 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. -- Index.
Tags from this library: No tags from this library for this title. Log in to add tags.
Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB1576 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=4845362 Available EBC4845362

Curriculum and Assessment in English 3 to 11- Front Cover -- Curriculum and Assessment in English 3 to 11 -- Title Page -- Copyright Page -- Contents -- Preface -- Introduction -- Key principles -- The argument: truths restated -- The National Curriculum for English -- Tests and examinations in English -- The Early Years -- Learners of English as an additional language and speakers of non-standard varieties of English -- A desirable consensus -- Chapter 1: Talk -- Summary of main points -- Voices from the past -- Children who fall behind -- The potential of collaborative talk and of good teaching -- A model of the process of learning through talk -- A note of warning -- The present situation in England -- To conclude . . . -- Chapter 2: Reading 3 to 7 -- Summary of main points -- Reading: two camps -- Snapshots from the past -- Written English Available online at www.routledge.com/ 9780415784528 -- The big question -- What should beginning readers read? -- Why do some children fail? -- The present situation in England -- To conclude . . . -- Chapter 3: Reading 7 to 11 -- Summary of main points -- Reading - at large and in school -- One snapshot from the past: the Bullock Report -- Reading for pleasure -- Reading for information -- Reading imaginative literature -- The school library -- The present situation in England -- To conclude . . . -- Chapter 4: Writing 3 to 7 -- Summary of main points -- The world of writing -- Helpful guidance on early writing -- A simple model of the writer -- What should young children write? -- The present situation in England -- To conclude . . . -- Chapter 5: Writing 7 to 11 -- Summary of main points -- Writing - at large and in school -- The demands made on pupil writers -- The 'personality' of the writer -- A community of readers and writers -- A broad and varied repertoire for writing.

An effective understanding of instruction -- The present situation in England -- To conclude . . . -- Chapter 6: Grammar and knowledge about language -- Summary of main points -- 'The grammar question' -- Snapshots from the past -- 'The grammar question': government answers since 1984 -- The relationship between competence and reflection -- The present situation in England -- Grammar within knowledge about language -- Teachers' linguistic subject knowledge -- To conclude . . . -- Chapter 7: Drama -- Summary of main points -- Theorists of drama teaching -- The present situation in England -- Drama in the school curriculum: another way -- To conclude . . . -- Chapter 8: Media -- Summary of main points -- Media education: four patterns -- A model for media education -- The present situation in England -- To conclude . . . -- Chapter 9: Learners of English as an additional language -- The numbers -- The common ground -- The differences between EAL and EMT learners -- EAL learners and talk -- EAL learners and literacy -- Chapter 10: Speakers of non-standard varieties of English -- A linguistically complex competence -- Respect for difference -- A dilemma -- Language diversity as a part of knowledge about language -- Non-standard forms in writing -- Chapter 11: An alternative curriculum for English 3 to 11 -- General principles -- Talk -- Reading -- Writing -- Grammar and knowledge about language -- Drama -- Media -- Chapter 12: Assessment 3 to 11 -- General principles -- Early Years Foundation Stage -- Key Stages 1 and 2 -- To conclude . . . -- 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. -- Index.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

<p>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.</p> <p>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.</p> <p>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.</p> <p>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.</p> <p>Peter Traves has been an English teacher in London, a local-authority English adviser, headteacher, and Director of Children's Services in Staffordshire. He is an independent educational consultant in the UK.</p>

There are no comments for this item.

Log in to your account to post a comment.