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E-raamat: Curriculum and Assessment in English 11 to 19: A Better Plan [Taylor & Francis e-raamat]

(University of Sussex, UK), (UCL Institute of Education, UK), , , ,
  • Formaat: 238 pages, 1 Tables, black and white; 8 Line drawings, black and white; 1 Halftones, black and white; 9 Illustrations, black and white
  • Ilmumisaeg: 26-Apr-2017
  • Kirjastus: Routledge
  • ISBN-13: 9781315228471
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Curriculum and Assessment in English 11 to 19: A Better PlanSuurem pilt
  • Formaat: 238 pages, 1 Tables, black and white; 8 Line drawings, black and white; 1 Halftones, black and white; 9 Illustrations, black and white
  • Ilmumisaeg: 26-Apr-2017
  • Kirjastus: Routledge
  • ISBN-13: 9781315228471
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781315228471
Curriculum and Assessment in English 11 to 19: 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 English curriculum and its associated examinations for 11- to 19-year-olds in England, and of developments in the area during the past thirty years.

The book restates fundamental truths about how students 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 examination arrangements, and crucially proposes viable alternatives. This invaluable resource for those working in English, media and drama 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.
Preface ix
Introduction 1(8)
Key principles
1(1)
The argument: truths restated
2(1)
The National Curriculum for English
3(2)
Assessment and examinations in English
5(1)
16 to 19
6(1)
Learners of English as an additional language and speakers of non-standard varieties of English
7(1)
A Desirable Consensus
7(2)
1 Talk
9(20)
Summary of main points
9(1)
Voices from the past
10(7)
The potential of collaborative talk and of good teaching
17(1)
A Model of the Process of Learning Through Talk
18(3)
A Note Of Warning
21(1)
The present situation in England
22(5)
To conclude...
27(2)
2 Reading 11 to 16
29(36)
Summary of main points
29(1)
Reading -- at large and in school
30(6)
One snapshot from the past
36(3)
Reading for pleasure
39(4)
Reading for information
43(5)
Reading imaginative literature
48(6)
The school library
54(4)
Supporting readers who fail or fade
58(2)
The present situation in England
60(3)
To conclude...
63(2)
3 Writing 11 to 16
65(37)
Summary of main points
65(1)
Writing -- at large and in school
66(4)
The demands made on student writers
70(3)
The `personality' of the writer
73(2)
A Community Of Readers and Writers
75(4)
A Broad and Varied Repertoire For Writing
79(7)
An effective understanding of instruction
86(10)
The present situation in England
96(5)
To conclude...
101(1)
4 Grammar and knowledge about language
102(34)
Summary of main points
102(1)
`The grammar question'
103(7)
Snapshots from the past
110(4)
`The grammar question': government answers since 1984
114(7)
The relationship between competence and reflection
121(7)
The present situation in England
128(5)
Grammar within knowledge about language
133(1)
To conclude...
134(2)
5 Drama
136(19)
Summary of main points
136(1)
Theorists of drama teaching
137(10)
The present situation in England
147(5)
Drama in the school curriculum: another way
152(2)
To conclude...
154(1)
6 Media
155(17)
Summary of main points
155(1)
Media education: four patterns
156(3)
A Model For Media Education
159(10)
The present situation in England
169(1)
To conclude...
170(2)
7 Learners of English as an additional language
172(7)
The numbers
172(1)
The common ground
172(1)
The differences between EAL and EMT learners
173(2)
EAL learners and talk
175(1)
EAL learners and literacy
176(3)
8 Speakers of non-standard varieties of English
179(4)
A Linguistically Complex Competence
179(1)
Respect for difference
179(1)
A Dilemma
180(1)
Language diversity as a part of knowledge about language
181(1)
Non-standard forms in writing
181(2)
9 An alternative curriculum for English 11 to 16
183(16)
General principles
183(3)
Talk at Key Stages 3 and 4
186(3)
Reading at Key Stages 3 and 4
189(1)
Writing at Key Stages 3 and 4
190(4)
Grammar and knowledge about language at Key Stages 3 and 4
194(2)
Drama at Key Stages 3 and 4
196(1)
Media at Key Stages 3 and 4
197(2)
10 Assessment and examinations at 16
199(5)
General principles
199(1)
GCSE English Language and English Literature
199(4)
To conclude...
203(1)
11 English 16 to 19
204(29)
Summary of main points
204(1)
What is changing in the `Englishes' at A-level?
205(5)
English Language A-level
210(3)
English Literature A-level
213(5)
English Language and Literature A-level
218(2)
Assessment at A-level
220(6)
16-to-19 qualifications other than A-level
226(5)
To conclude...
231(2)
References: The combined reference list for this book and its sister volume, Curriculum and Assessment in English 3 to 11: A Better Plan, is available online at www.routledge.com/9780415784498 233(1)
Index 234
John Richmond has a breadth of experience as a classroom English teacher in London, as a local-authority English adviser, as an officer on the National Writing Project and the Language in the National Curriculum Project, and as commissioning editor in schools television.

Andrew Burn is Professor of English, Media and Drama at the UCL Institute of Education, UK.

Peter Dougill is Senior Visiting Research Fellow at the University of Sussex, UK.

Angela Goddard is Chair of A-level English Language examiners at a national examination board, Professor of English Language at York St John University, UK, and a Higher Education Academy National Teaching Fellow.

Mike Raleigh was Senior Regional Director of the National Strategies in England and an adviser to the Department for Education and Ofsted.

Peter Traves is an independent educational consultant in the UK.
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