This new edition of Ann Lewis's widely acclaimed text has been substantially revised and updated to take into account the recent revisions to the National Curriculum and the guidance of the Code of Practice. It provides: *an analysis of the issues and practicalities of implementing the National Curriculum at primary school level *an exploration of the main trends concerning the education of children with learning difficulties *guidelines on safeguarding a broad curriculum, assessing children's learning and helping all children gain access to the National Curriculum Related issues such as the…mehr
This new edition of Ann Lewis's widely acclaimed text has been substantially revised and updated to take into account the recent revisions to the National Curriculum and the guidance of the Code of Practice. It provides: *an analysis of the issues and practicalities of implementing the National Curriculum at primary school level *an exploration of the main trends concerning the education of children with learning difficulties *guidelines on safeguarding a broad curriculum, assessing children's learning and helping all children gain access to the National Curriculum Related issues such as the grouping of children, the role of the special needs coordinator, resources, record keeping and the legal position are also examined. These areas are explored in the light of classroom practice, evidence about the impact of the National Curriculum to date and wider research evidence and policy analysis.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ann Lewis is a lecturer in Primary Education at the University of Warwick, and has taught in primary and special schools. She has-been involved extensively in the development of curricula for children with learning difficulties. She is one of the editors of Education 3-13, and a member of the Editorial Committee for Special Children.
Inhaltsangabe
List of figures and tables Acknowledgements Abbreviations 1 Introduction Leaming difficulties Potential strengths of the National Curriculum for children with learning difficulties The importance of collective responsibility for children with learning difficulties An integrated curriculum 2 Safeguarding a broad curriculum Possible limitations to a broad curriculum for children with difficulties in learning Responding to pressures of time 3 Planning for a broad curriculum Frameworks for planning teaching Curricular breadth: planning for various stages of learning and teaching 4 Identifying the point reached by the child Assessment of 'actual' or 'Potential' leaming7 Observation Child adult conferences 5 Helping children to gain access to the National Curriculum: planning intermediate goals Analysing the task and the teacher's role Possible dangers in trying to sub divide SOAs Planning POSs for children within l,evel 1 Sub dividing POSs within key stages 1 and 2 6 Helping children to gain access to the National Curriculum: changing interest levels, presentation and response modes Focusing on topics which match the child's interest levels Varying the presentation of activity Varying children's modes of response 7 Grouping of children Recommendations in NC documents concerning grouping of children for teaching Implications for practice A specific issue concerning grouping 8 Resources Resources: people Resources: materials 9 Record keeping The National Curriculum and records of learning Records of learning /teaching maintained by the teacher Records maintained by the child 10 SATs and children with learning difficulties Summative assessment in the National Curriculum Publication of reported assessments Carrying out SA Ts with children with learning difficulties 11 Formal modifications and disapplications of the National Curriculum Procedures for formally modifying or disapplying the National Curriculum Parents' rights concerning formal disapplications and modifications 12 Conclusion: a glimpse ahead References Name index Subject index.
List of figures and tables Acknowledgements Abbreviations 1 Introduction Leaming difficulties Potential strengths of the National Curriculum for children with learning difficulties The importance of collective responsibility for children with learning difficulties An integrated curriculum 2 Safeguarding a broad curriculum Possible limitations to a broad curriculum for children with difficulties in learning Responding to pressures of time 3 Planning for a broad curriculum Frameworks for planning teaching Curricular breadth: planning for various stages of learning and teaching 4 Identifying the point reached by the child Assessment of 'actual' or 'Potential' leaming7 Observation Child adult conferences 5 Helping children to gain access to the National Curriculum: planning intermediate goals Analysing the task and the teacher's role Possible dangers in trying to sub divide SOAs Planning POSs for children within l,evel 1 Sub dividing POSs within key stages 1 and 2 6 Helping children to gain access to the National Curriculum: changing interest levels, presentation and response modes Focusing on topics which match the child's interest levels Varying the presentation of activity Varying children's modes of response 7 Grouping of children Recommendations in NC documents concerning grouping of children for teaching Implications for practice A specific issue concerning grouping 8 Resources Resources: people Resources: materials 9 Record keeping The National Curriculum and records of learning Records of learning /teaching maintained by the teacher Records maintained by the child 10 SATs and children with learning difficulties Summative assessment in the National Curriculum Publication of reported assessments Carrying out SA Ts with children with learning difficulties 11 Formal modifications and disapplications of the National Curriculum Procedures for formally modifying or disapplying the National Curriculum Parents' rights concerning formal disapplications and modifications 12 Conclusion: a glimpse ahead References Name index Subject index.
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