Showing results 289–300 of 310
History teachers, teacher-researchers, government agencies and history education academics in England often report that students are frequently incapable of producing complex, developmental...
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I very much welcome the revival of the British Curriculum Forum and was delighted to attend the recent conference “Investigating Knowledge and the Curriculum”. My reason for attending is that...
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In 2010, my secondary school initiated a Learning to Learn (L2L) curriculum for all students in Year 7. There was a competitive selection process, and I was chosen to be one of a team of 5...
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Scotland’s Curriculum for Excellence treats the subject of history (or People, Past Events and Societies, as it is known) as a ‘social subject’ alongside geography and modern studies. It...
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A recently completed doctoral research study (Dalladay, 2014) has explored the role of music teacher biography in the planning of musical activities in the secondary school classroom and its...
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Critical citizenship education often amounts to training in critical thinking – rudimentary discourse analysis or media criticism aimed at developing critical literacy skills. Such skills are...
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The place of ‘knowledge’ in the school curriculum is highly contested. Schools Minister Nick Gibb recently claimed that in the thousands of lessons he has observed, knowledge is ‘relegated...
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A curriculum is a predetermined programme of learning and has three components: a set of aims and objectives which articulate the intended student achievements (what they know, what they can do...
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In 2014, ReadingWise invited us to carry out an independent study of its Computer-Based Literacy Programme for Accelerated Reading Acquisition. Following exploratory meetings, schools and adult...
Continue readingIn the last two decades there has been an attention on literacy, principally among countries participating in the Organisation for Economic Co-operation and Development (OECD) (Grek, 2010;...
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Should we 'teach' interdisciplinarity at school? This blog post suggests that we should. If you think of real world problems in engineering, health, politics and so on, these require...
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History is for human self-knowledge… the only clue to what man can do is what man has done. The value of history, then, is that it teachers us what man has done and thus what man is. (R.G...
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