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Teaching and Learning Continued (Curriculum (Take stock of NC by…
Teaching and Learning Continued
Curriculum
1988 Education Act-NC introduced
Mechanistic teaching of NC as end in it self?
In the hands of creative teachers, NC not only about measurement and targets, about establishing a framework for teaching through planned, coherent schemes of study.
5 models underpin NC not mutually exclusive
Report of the Cox Committee (1989)-5 models of English teaching
1.Personal-growth view-emphasises pupil as creative and imaginative, developing through an intense engagement with literature and personal creative writing
2.Cross-Curricular approach-stresses distinctive nature of English as the language of learning for all curriculum areas
3.Adult-needs emphasis-preparation for the demands of life beyond school
4.Cultural-heritage model- teaching based heavily on great works of past literature
Cultural-analysis view-leading pupils to a critical understanding of social and cultural context of English
Stead's theory of poetic creativity to draw parallels to English
Triangle-One point is English Teacher, second point is pupils and three is context (outer world)
Effective teaching depends on maintenance of a certain tension along the lines joining the points
Take stock of NC by conducting SWOT analysis tool to summarise ideas and potential conflicts, idea is to convert threats and weaknesses into opportunities and strengths
Strengths: Clear basis for planning, Assessment Criteria, Reasonably full idea of English
Weaknesses:Inflexibility, Summative not formative assessment, focus on traditional values, overcrowding of curriculum
Opportunities: Scope to develop beyond stated curriculum, collaborative possibilities within and outside English departments
Threats:Teachers reduced to technicians, scarce resources under pressure, cultural bias-marginalisation of ethnic minorities
Both primary and secondary phases increasing collaboration to safeguard principles of independence and creative teaching against insistence for more didactic teaching
Adolescence varies with individual so challenge for teachers greater
Time of transition and adjustment, feelings of personal vulnerability may be strong
Coleman (1980) -importance of framework of authority-young people play part in decision-making
-participating in adult world
-need to be seen as individuals not stereotyped
-importance of peer-group activity
Implications for schools:inclusion of a personal and social education dimension; value of work experience and extra-curricular activities
Choices and recommendations for reading are faced with paradox-tidal wave of books with narrow focus on contemporary teenage preoccupations has inundated market
Challenge of both engaging immediate interests of pupils and helping them come to terms with an external world is particularly pronounced at this stage of development
Few likely to disagree with inclusion of Shakespeare and other pre-twentieth-century literature as one way of extending the range of reading
Important not to restrict pupils' reading to topics which are seen as "adolescent" thus stereotyping young people and restricting them from full access to the adult world
Adolescent cognitive development under the influence of Piaget is associated with the onset of more formal thinking , a more advanced tendency to hypothesise and a more pronounced capacity of metacognition or thinking about thinking
Pupils need opportunities not just for reading and analysing texts but for examining these in their broader cultural contexts -more involved in challenging and conventional ideas about literature
Adolescence time of increased focus on beliefs and values with corresponding emotional disengagement from dependence on adults
Personal and expressive writing important at this age
Writing should never seek to be an overtly therapeutic process but pupils may give expression to personal matters either directly or through metaphor
E.g. Teaching Tennessee William's play "A Streetcar Named Desire"
Play containing mixture of passion, sex and raw energy and violence
It is effective to conjure an atmosphere of a theatre group working towards a shared understanding essential for some sort of performance. The text then becomes a working script.
Preliminary group reading raises questions, displays possibilities of interpretation and enactment and progressed towards a thorough acquaintance with the play itself.
During preliminary reading avoid detailed note taking in favour of jotted marginalia
During a second more detailed reading the group should be discovering what works in terms of drama, acting sections out, and receiving guidance towards key themes, characterisations and twists and turns of plot
This would be appropriate time for more extensive accumulation of notes with additional short term writing tasks
Activities-presentation on themes within play, hot seating, essay titles based on themes, tableaux-eleven frozen moments, one tableau for each scene