Free Delivery Over $100
|
|
|||
|
||||
OverviewFull Product DetailsAuthor: Zoe Helman , Sam GibbsPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.453kg ISBN: 9780367470616ISBN 10: 0367470616 Pages: 182 Publication Date: 10 February 2022 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsForeword Mary Myatt Introduction 1.Persistent problems in English 2. How do pupils make meaning in English? 3. Teaching abstract concepts 4. What are the implications for English curriculum design? 5. Curating a curriculum 6. How should the curriculum be assessed? 7. Evidence-informed approaches to enacting the curriculum 8. How should we implement change? 9. Resource design – supporting teachers to enact the curriculum 10. How can we measure impact? 11. Sustaining high standards Conclusion: A Vision for English Appendix Afterword David DidauReviewsA clear and accessible journey through the planning and implementation of a coherent English curriculum, from curriculum vision and design to subject-specialist classroom practice, drawing on real classroom experience. I would recommend this book to any English teacher who wants practical, research-led advice to inform and improve their practice. Michael Conley, CIT Leader, Runshaw Sixth Form College A clear and accessible journey through the planning and implementation of a coherent English curriculum, from curriculum vision and design to subject-specialist classroom practice, drawing on real classroom experience. I would recommend this book to any English teacher who wants practical, research-led advice to inform and improve their practice. Michael Conley, CIT Leader, Runshaw Sixth Form College """A clear and accessible journey through the planning and implementation of a coherent English curriculum, from curriculum vision and design to subject-specialist classroom practice, drawing on real classroom experience. I would recommend this book to any English teacher who wants practical, research-led advice to inform and improve their practice."" Michael Conley, CIT Leader, Runshaw Sixth Form College ""A clear and accessible journey through the planning and implementation of a coherent English curriculum, from curriculum vision and design to subject-specialist classroom practice, drawing on real classroom experience. I would recommend this book to any English teacher who wants practical, research-led advice to inform and improve their practice."" Michael Conley, CIT Leader, Runshaw Sixth Form College ""The Trouble with English diagnoses, with pinpoint accuracy, the historic issues with how we have conceived of and delivered our curricula, whilst also offering a clear and exciting way forward. This book provides an exciting and compelling view of what the best curricula in English will look in the future. As a new Head of Department, engaged in the tricky business of rewriting a curriculum, this book has been my lodestar. It has provided me with a roadmap towards what a knowledge-rich, concept-led curriculum in English should look like, and (more importantly) how to get there. Sam and Zoe have achieved an unmissable read for teachers and leaders who want strive for evidence-informed, effective practice in English."" Eoin MacCarthaigh, Head of English, St. Andrews International School, Bangkok ""The Trouble with English is an amazing piece of work. I love how rooted in experience and research it is, and I respect the quality of discussion found in the chapters. I felt like it was a conversation with a colleague, rather than someone preaching their beliefs. When using the book with the secondary and primary schools I support, the discussion and focus on concept-led design has such clarity and detail that it’s been incredibly useful to use it when evaluating curriculum intent and implementation. What I value most is the professional dialogue that it allows and encourages. It is rich with experience and guidance, but invites reflection and development."" Jess Blakeman, Education Improvement Advisor for English, Worcestershire Children First, Worcester Council School Improvement Team" Author InformationZoe Helman is a highly experienced teacher and Education Consultant from West Yorkshire. She is co-founder of English-Ed which works with secondary schools to transform their English provision. Her main interest is in using Continuing Professional Development (CPD) to improve outcomes for disadvantaged pupils. She was also involved, as an Advisor and Assessor, with the CPD Assessment Pilot set up by the Wellcome Trust. Sam Gibbs is Trust Lead for Pedagogy and Curriculum across secondary schools in Greater Manchester. She is an experienced teacher educator and coach, who has delivered evidence-informed training on curriculum design and implementation to primary and secondary schools across the country. She co-founded English-Ed with Zoe and was previously an Advanced Skills Teacher and leader in English departments. Sam lives in Leeds with her husband and three children. Tab Content 6Author Website:Countries AvailableAll regions |
||||
