Science for Curriculum Leaders

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Science for Curriculum Leaders

The ten modules here cover both areas of particular concern in the teaching of science - organising the classroom for investigations, reviewing science coverage on a whole school basis - and the ways in which issues of more general concern in the primary curriculum (the multicultural dimension, planning for individual progression, assessment etc.), affect the teaching of science.

Mathematics for Curriculum Leaders

PRIMARY INSET SERIES Series editor David Wray Already published Language for Curriculum Leaders Henry Pearson and David Wray Forthcoming Science for Curriculum Leaders Elizabeth Clayden and Alan Peacock PRIMARY INSET SERIES MATHEMATICS ...

Mathematics for Curriculum Leaders

Mathematics for Curriculum Leaders involves teachers in a deliberate enquiry into the nature of understanding in mathematics and the ideas underlying its teaching and learning. Helping children with the language of mathematics is shown to play an important part in mathematics teaching. The pack is divided into 7 units drawing upon the demands of the National Curriculum and providing activities to support children in their attempts to report their thinking. Sensitive collection and interpretation of this information in order to guide action is an essential feature of each unit.

Coordinating Science Across the Primary School

Clayden, E. and Peacock, A. (1994) Science for Curriculum Leaders, London: Routledge. (A sourcebook of INSET ideas, organised into units, each of which focuses on an issue in science education which may be causing concern for primary ...

Coordinating Science Across the Primary School

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips and case studies.

Mathematics and Science Education in Developing Countries

School - based INSET is a new project component added at a later stage . The project has just started INSET for curriculum leaders who are expected to organize school - based INSET . Interviews with these curriculum leaders have ...

Mathematics and Science Education in Developing Countries


Language for Curriculum Leaders

Language for Curriculum Leaders , which is part of the Primary INSET Series , covers the important areas in Primary Language as highlighted by the ... to organize effective in - service programmes in language , mathematics and science .

Language for Curriculum Leaders


Policy and Practice in Primary Education

... for only one teacher-day in every hundred devoted to primary INSET. The curriculum areas accorded the greatest number of teacher-days were maths, English and science, with English accounting for more than twice as many as science, ...

Policy and Practice in Primary Education

Detailed accounts of two influential initiatives of the 1990s, whose educational and political lessons remain highly relevant: systemic and pedagogic reform in one of Britain’s largest cities, and the controversial ‘three wise men’ government enquiry into primary teaching to which it led. Alexander's controversial and widely-read report on primary education in Leeds has now been revised as a major study of policy initiatives in primary education and their impact on practice. The book examines an ambitious programme of local reform aimed at improving teaching and learning in the primary schools of one of Britain's largest cities. It addresses important questions about children's needs, the curriculum, classroom practice and school management. When first published, Robin Alexander's report was hailed as `seminal' and `the most important document since Plowden' but it was also quoted and misquoted in support of widely opposed political and media agendas. This new edition retains Part I from the first edition, detailing the impact of Leeds LEA's programme for educational reform. However, it also provides a totally new and greatly extended Part II, which gives an insider's account of the sequel to the Leeds report - the government's 1992 'three wise men' report. There is also a new introduction.

EBOOK Towards Effective Subject Leadership in the Primary School

Edwards , A. ( 1993 ) Curriculum co - ordination : a lost opportunity for primary school development ? ... Kinder , K. and Harland , J. ( 1991 ) The Impact of INSET : The Case of Primary Science . Slough : NFER .

EBOOK  Towards Effective Subject Leadership in the Primary School

This book examines the post of subject leader in primary schools in the light of the four key areas defined by National Standards for Subject Leadership: strategic direction and development teaching and learning leading and managing staff efficient and effective deployment of staff The book combines existing research data and new material gathered by the authors. It presents the underpinning principles and analyses the complex set of roles and responsibilities undertaken by subject leaders. Most importantly it provides practical advice for subject leaders illustrated by a series of case studies and tasks which are addressed directly to subject leaders. The authors have taken a generic approach, looking at issues such as changing roles and responsibilities, planning for teaching and learning, working with colleagues and others, managing resources and bringing about school improvement, that have to be addressed by all subject leaders whatever their particular area of responsibility. Throughout, the book emphasises the importance of leadership, children's learning, professional development and collaboration. The book will be of value to all primary school teachers, and especially subject leaders.

Science 3 13

HMI surveys of primary education in the late 1970s had shown that only a minority of schools possessed effective programmes ... which showed that 90 per cent of schools sampled said they included 'science activities in the curriculum'.

Science 3 13

Which factors have been influential in developing science teaching and learning for the three to thirteen age group in the last twenty years? How might these factors have an impact on the future direction of science teaching and learning for this age range into the 21st century? How can teachers cope with the changes? Science 3-13 explores some of the historical antecedents of the current position of science in the lives of younger children. It covers the various influences, both from within and outside the teaching profession, that have shaped the current science curriculum. Current practice is examined and, on this basis, speculations are made about the future position and direction of this important subject. The contributors each cover a particular aspect of science for the 3-13 age range but common themes emerge such as the influence of government intentions, particularly through the development of the National Curriculum. The role of research groups and the impact of ICT on the teaching profession as to what is important to teach and how science and science teaching should be viewed within society are shown to be important factors in the mix that contributes to change. This book forms part of a series of key texts which focus on a range of topics related to primary education and schooling. Each book in the Primary Directions Series will review the past, analyse current issues, suggest coping strategies for practitioners and speculate on the future.

The New Strategic Direction and Development of the School

(how know achieved?) by by I. Write new scheme of work Science Class teachers £ Staff meetings Scheme used for class Dec 2003 Headteacher to take account of new subject planning curriculum leader 2. Monitor planning to ensure Science ...

The New Strategic Direction and Development of the School

Written for those in leadership roles in schools and those studying leadership this new edition of a well-established textbook provides a framework that will help schools meet the conditions in which they must operate.

Change In Classroom Practice

The value of consensus, collaboration and mutual support when attempting curriculum innovation in the classroom is fairly obvious: school-based INSET or the work of school curriculum leaders was often targeted at achieving institutional ...

Change In Classroom Practice

Charts recent and current developments in the practical business of changing classroom practice to make schools more effective. It is devoted to detecting the effects on classroom practice of the efforts made to improve schools, and to understanding how c.

Routledge Library Editions Special Educational Needs

Since the introduction of the National Curriculum for Science there has been much thought , design and redesign of ... Kruger , C. , Summers , M. and Palacio , D. ( 1990 ) ' INSET for primary science in the National Curriculum in ...

Routledge Library Editions  Special Educational Needs

This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.

Re Imagining Transformative Leadership in Teacher Education

CEMASTEA implements teacher professional development through the SMASE INSET, which in full means Strengthening of Mathematics and Science Education In-Service Education and Training (SMASE INSET). The SMASE INSET curriculum mainly ...

Re Imagining Transformative Leadership in Teacher Education

This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

Teaching Science in Secondary Schools

... and yetthat science background may not always beappropriate to primary school work. DfEE legislation now requiresthat all training courses incorporate elements relevantto the role of specialists as Curriculum Leaders in their ...

Teaching Science in Secondary Schools

A companion to Aspects of Teaching Secondary Science, the first section of this reader provides an overview of the key issues, discussing the nature of science and its role in the school curriculum. The second section goes on to examine critically the ways in which science is reflected in the school curriculum, while the third section discusses recent curriculum initiatives and developments. Turning the focus from what is taught on to who is taught, section four shows that students are very much active learners in the classroom, making sense of their experiences and constructing their own meanings. The final section covers the role of research in science education, giving examples of research papers and considering how productive collaboration between teachers and researchers can impact upon the effectiveness of classroom practice.

Developing a Leadership Role Within the Key Stage 1 Curriculum

Science Curriculum Meetings The time arrives when you have to lead a series of science curriculum meetings. You should have plenty of warning about this as it should be written into the school development plan well in advance.

Developing a Leadership Role Within the Key Stage 1 Curriculum

Since 1989 initial teacher training courses in England and Wales have included teacher preparation for taking a lead in a school subject area in their first appointment. There is no longer a place for a teacher newly qualified or not in primary schools whose sole responsibility is for his or her own class. A teacher must have specific specialist knowledge and expertise in particular subjects which must be shared with all staff.; This text contains the latest curriculum and assessment changes. It aims to help students and newly qualified teachers to understand the complexities of being a co-ordinator of the National Curriculum subjects in the early years of schooling and reports on best practice.

Developing a Leadership Role Within the Key Stage 1 Curriculum

Science Curriculum Meetings The time arrives when you have to lead a series of science curriculum meetings. You should have plenty of warning about this as it should be written into the school development plan well in advance.

Developing a Leadership Role Within the Key Stage 1 Curriculum

Since 1989, initial teacher training courses in England and Wales have recognized the need for teachers to take a lead in a school subject area in their first appointment. There is no longer a place for a primary school teacher (newly qualified or not) whose sole responsibility is his or her own class. Further, a teacher must have specific specialist knowledge and expertise in particular subjects which must be disseminated to the rest of the staff. A teacher also needs to develop the skills of communication, leadership and persuasion

INSET For NQTs

If you are in a small school you may well find that you have already been given some area of responsibility. Some schools have taken the notion of curriculum leadership further with every teacher having some level of curriculum ...

INSET For NQTs

An independent-study workbook designed for newly qualified teachers (NQTs). This text will lead the teacher through a range of activities which have been designed to help them to get to know and understand all the important school systems, the children and themselves as teachers. The materials can be used throughout the first and/or second years of teaching.

Bloomsbury CPD Library Secondary Curriculum and Assessment Design

See also East London Science School (ELSS) big ideas 111–13 content 114–15 key principles 106–8 purpose 104–5 review 117–18 ... topic 243–4 guest speaker 243 INSET (training session 2) 237–8 leadership, session 1c 241 NQTs/new teachers, ...

Bloomsbury CPD Library  Secondary Curriculum and Assessment Design

In the past few years, the way we think about assessment has undergone a revolution. From the re-organisation of qualifications and examinations at national level (including removing National Curriculum levels at secondary school) to the increasing focus on active research to develop feedback strategies with a measurable impact, assessment has never been so much at the forefront of educational thought. While previously assessment was bound to the curriculum, now there is a demand for schools to develop assessment systems that are merely driven by it. Despite raising serious questions and challenges, these dramatic changes provide a reason for teachers to evaluate their practice. Simultaneously, the nature of CPD has been reinvigorated in the 'digital age', with teachers galvanised by online resources, Twitter and educational blogs. The result? Teachers can take their development into their own hands, and re-professionalise teaching! Bringing together these two movements, this book provides an opportunity for teachers to grasp what formative assessment means, how it complements the curriculum when used effectively, how to employ it in their classroom and school, and how they can improve their assessment systems and practice within the classroom. Divided into two parts, train yourself and teach others, this book will dispel concerns, and help teachers and school leaders to embrace and excel in all areas of formative assessment!

Innovative School Leadership

Ultimately, we were striving to create a curriculum that would: 1. ... is involved engaging with cognitive science resear about how ildren learn best and visiting four primary s ools across the country identified by Ofsted as ...

Innovative School Leadership

Written by school leaders, for school leaders, this book shares the work of ten practising, innovative school leaders. It offers insight into practical school developments that have been researched, trialled and reviewed to demonstrate their success at creating positive change. With each chapter written by experienced school leaders working in a range of contexts, the accounts of the developments they carried out and the research evidence they collected to measure impact are presented accessibly and succinctly. These developments include: ‘Poverty Proofing’ by breaking down barriers to disadvantage Creating a new holistic approach to appraisal and quality assurance Designing and delivering a new cohesive whole school curriculum Surviving headteacher stress Innovative School Leadership: Transforming Practices is an indispensable resource for all current and aspiring leaders wanting to provide the best learning environment for their whole school community.

Developing A Leadership Role Within The Key Stage 2 Curriculum

WholeschoolINSET days can allow staff to have timetodiscussthe way ITis beingused andhave access to newmachines ... daunted bythecomputer itself Shegoesontoshowways in which ITotherthan computers can be used to supportprimaryscience.

Developing A Leadership Role Within The Key Stage 2 Curriculum

Since 1989 initial teacher training courses in England and Wales have included teacher preparation for taking a lead in a school subject area in their first appointment. There is no longer a place for a teacher newly qualified or not in primary schools whose sole responsibility is for his or her own class. A teacher must have specific specialist knowledge and expertise in particular subjects which must be shared with all staff.; This text contains the latest curriculum and assessment changes. It aims to help students and newly qualified teachers to understand the complexities of being a co-ordinator of a National Curriculum subject in Key Stage 2 and reports on best practice.

Cross Curricular Teaching in the Primary School

Formerly she worked as a primary teacher, before moving into higher education, and leading primary science education ... including Early Explorations in Science, Enriching Early Scientific Learning, Teaching the Primary Curriculum and ...

Cross Curricular Teaching in the Primary School

How can teaching across the curriculum improve children’s learning? How can you plan meaningful, imaginative topic work? Cross-Curricular Teaching in the Primary School helps teachers plan a more imaginative, integrated curriculum by presenting in accessible language a rationale and framework for teaching across the subjects. This second edition has been fully updated in light of the new curriculum, and shows how cross-curricular work can contribute to deeper subject knowledge. Illustrated throughout with examples of effective topic work in successful schools, this book provides guidance on the underpinning theory and strategies to facilitate cross-curricular work with young children. With a new structure to emphasise the importance of careful planning and preparation, issues covered include: How children learn The theory and rationale behind the cross-curricular approach Developing the curriculum and lesson planning Teaching and learning in an integrated way at KS1 and KS2 Cross-curricular approaches for maths Whole school approaches and team teaching for cross-curricular teaching The role of support staff in cross-curricular teaching Improving children’s thinking skills Supporting children with special needs Using new media and drama to facilitate cross-curricular learning Assessing cross-curricular learning. Cross-Curricular Teaching in the Primary School provides much needed support for busy student and practising teachers. Packed with practical ideas, it offers an accessible guide to all aspects of introducing an integrated curriculum.