By Mike Fleming, David Stevens
Proposing an educated view of present academic coverage, this article encourages scholars of secondary English to take an inventive and self reliant interpretation of presidency tasks for you to in achieving potent educating perform. It presents a very good stability of theoretical fabric with functional principles for program within the school room and strongly encourages mirrored image and demanding inspiration. This re-creation comprises: assurance of the nationwide Curriculum 2000, the nationwide Literacy procedure and the recent Key degree three process a new bankruptcy on tips to train ICT a new bankruptcy on Inclusion – together with differentiation, cultural range, EAL and instructing around the skill variety new fabric on tips to train Shakespeare an advent to cross-curricular topics – reminiscent of citizenship, and social, ethical and non secular values. Written in an obtainable and conversational variety, this article poses a very good measure of problem for all scholars on preliminary instructor education classes.
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Additional resources for English Teaching in the Secondary School 2 e: Linking Theory and Practice
Example text
I shall look shortly at the model of literacy at its core, and at some of the criticisms levelled at the Strategy; before this, however, an outline of the main concerns may be helpful. The essential structure is along the lines of three distinctive variations of language analysis: at word level, sentence level and text level. At text level especially the Framework seeks to influence all three National Curriculum facets (or Attainment Targets as National Curriculum-speak somewhat oddly has them) of English, namely reading, writing, and speaking and listening.
Thus there is now growing evidence of the need for establishing at primary/secondary transfer sound academic bases for secondary students’ future learning. However, as Beverton also finds, as do Goodwyn and Findlay (2002), such an emphasis in practice is far from universal. What is now certain is that, in order to do their job effectively, English teachers at secondary level need to address the issues of continuity and progression in a positive but realistic spirit. The nature of the subject will inevitably change as a result, and we as a profession must ensure that this change is positive.
Correspondingly, the scope and breadth of the subject English have increased enormously in recent years. 6). This sort of questioning can indeed form a useful starting point, but the real work – and the real rewards – starts afterwards and must be sustained. In the sense that this is a vision-inspired process to be skilfully managed, all English teachers involved in it are both leaders, providing the vision, and managers, grappling with the means of attainment. This is in reality a process of professional development.