Curriculum and Assessment in English 3 to 11

A Better Plan

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Curriculum and Assessment in English 3 to 11 by John Richmond, Andrew Burn, Peter Dougill, Mike Raleigh, Peter Traves, Taylor and Francis
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Author: John Richmond, Andrew Burn, Peter Dougill, Mike Raleigh, Peter Traves ISBN: 9781351856195
Publisher: Taylor and Francis Publication: April 21, 2017
Imprint: Routledge Language: English
Author: John Richmond, Andrew Burn, Peter Dougill, Mike Raleigh, Peter Traves
ISBN: 9781351856195
Publisher: Taylor and Francis
Publication: April 21, 2017
Imprint: Routledge
Language: English

Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years.

The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and – crucially – proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach.

Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years.

The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and – crucially – proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach.

Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

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