Critically Discuss the Role of the Core Curriculum Subjects in Developing Children’s Learning in Key Stage One. as Part of This Discussion Critically Consider the Relationship Between Learning Approaches Within the Core
Module Title: Core Curriculum
Assignment One
Critically discuss the role of the core curriculum subjects in developing children’s learning in Key Stage One. As part of this discussion critically consider the relationship between learning approaches within the core subjects and individual learning needs in these subjects for children.
Elizabeth Mc Grath
Contents Page
Introduction ………………………………………………………………… 3
Main Content ………………………………………………………………… English ……………………………………………………………….... 4 Maths ………………………………………………………………… 7 Science ……………………………………………………………...…10 Conclusion …………………………………………………………............13
Reference List ………………………………………………………………14
Bibliography ………………………………………………………………..17
Within Key Stage 1, the core subjects of English, Maths and Science are dynamic and vital skills which are constantly being developed throughout our schooling. According to Guinness (1999, p2), “Children bring their own conceptions (and misconceptions) into the classroom.” Building upon the knowledge and understanding of our core subjects from a young age within key stage 1 especially, can provide us with lifelong skills without even realising it.
All teachers within schools today, have the continuous daily challenges of ensuring that the core subjects are being taught to children using different learning styles to suit children’s understanding. Within Key Stage 1; there starts the strong emphasis of assessment and preparation for SATs, as Mujis & Reynolds (2011, p275) state, “To be effective, assessment for learning needs to become a central part of classroom practice.”
Gopnick et al. (1999, p83) state that young children, “Are born knowing a great deal, they learn more, and we are designed to teach them.” Within my assignment, I will critically consider the relationship between learning approaches and individual learning needs of children within Key stage 1. Taking into account, the
Assignment One
Critically discuss the role of the core curriculum subjects in developing children’s learning in Key Stage One. As part of this discussion critically consider the relationship between learning approaches within the core subjects and individual learning needs in these subjects for children.
Elizabeth Mc Grath
Contents Page
Introduction ………………………………………………………………… 3
Main Content ………………………………………………………………… English ……………………………………………………………….... 4 Maths ………………………………………………………………… 7 Science ……………………………………………………………...…10 Conclusion …………………………………………………………............13
Reference List ………………………………………………………………14
Bibliography ………………………………………………………………..17
Within Key Stage 1, the core subjects of English, Maths and Science are dynamic and vital skills which are constantly being developed throughout our schooling. According to Guinness (1999, p2), “Children bring their own conceptions (and misconceptions) into the classroom.” Building upon the knowledge and understanding of our core subjects from a young age within key stage 1 especially, can provide us with lifelong skills without even realising it.
All teachers within schools today, have the continuous daily challenges of ensuring that the core subjects are being taught to children using different learning styles to suit children’s understanding. Within Key Stage 1; there starts the strong emphasis of assessment and preparation for SATs, as Mujis & Reynolds (2011, p275) state, “To be effective, assessment for learning needs to become a central part of classroom practice.”
Gopnick et al. (1999, p83) state that young children, “Are born knowing a great deal, they learn more, and we are designed to teach them.” Within my assignment, I will critically consider the relationship between learning approaches and individual learning needs of children within Key stage 1. Taking into account, the
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Excellence and enjoyment: a strategy for primary schools. , London: DfES. Eady, S., 2008. What is the purpose of learning Science? An analysis of policy and practice in the primary school. British Journal of Education, 56(1), pp. 4-19. Gillespie, H. & Gillespie, R., 2007. Science for Primary School Teachers. 1st ed. Berkshire: Open University Press. Gopnick, A., Meltzoff, A. & Kuhl, K., 1999. The Scientist in the Crib: Minds, Brains and How Children Learn. New York: William Morrow & Company. Guinness, C., 1999. Thinking skills to Thinking Classrooms, London: DfEE Research Report. Harlen, W., 2006. Teaching, learning and assessing science 5-12. 4th ed. London: SAGE. Knoules, G., 2011. Supporting Inclusive practice. London: Routledge. Kolb, D., 1995. The Process of Experimental Learning. Culture and Processes of Adult Learning. 1st ed. Milton Keynes: Open University Press. Meade, A. &. C., 2008. Thinking Children: Learning about Schemas. 1st ed. Buckingham: Open University Press. Mooney, C. et al., 2009. Primary Mathematics: Knowledge and Understanding. 4th ed. Exeter: Learning Matters Ltd. Muijs, D. & Reynolds, D., 2011. Effective Teaching. 3rd ed. London: SAGE. Ofsted, 2008. Improving Primary Teachers ' Subject Knowledge Across the Curriculum, London: Ofsted. Oliver, A., 2006. Creative Teaching Science. 1st ed. London: David Fulton Pulishers. Oven, P. & Wenham, M., 2010. Understanding Primary Science. 3rd ed. London: SAGE. Pound, L., 2008. Thinking and learning about Mathematics in the Early Years. 1st ed. London: Routledge. QCA, 1999. The National Curriculum - Handbook for primary school teachers in England, London: QCA. Reynolds, D. M. &. D., 2011. Effective Teaching. 3rd ed. London: SAGE. Rose, J., 2006. Independent Review of teaching of early reading, London: DfES. Rowely, C. & Cooper, M., 2010. Cross-curricular Approaches to Teaching and Learning. 1st ed. London: SAGE Publisher Ltd. Thompson, I., 2008. Teaching and Learning Early Number. 2nd ed. Berkshire: Open Unviersity Press. Whitebread, D., 2002. Teaching and Learning in Early Years. 1st ed. London: Routledge. Williams, P., 2008. Independent Review of Mathematics teaching in early years settings and primary schools. Final Report., London: DCSF. Wyse D & Jones, R., 2009. Teaching English, Langage & Literacy. 2nd ed. London: Routledge and Falmer.