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First published in 1997. Routledge is an imprint of Taylor &
Francis, an informa company.
This is a practical guide to teaching drama and provides a coherent
framework together with a theoretical underpinning which will allow
teachers to create their own drama lessons from an informed
standpoint and maximize the learning potential. The authors propose
a curriculum for drama which combines the diverse references in the
various documents of the National Curriculum whilst at the same
time identifying the qualities specific to the subject which can
form a coherent framework for teachers to adopt. Central to the
book are a range of techniques, examples and activities which will
provide a firm foundation for the teaching of drama, give
confidence to those who have little or no experience and allow
development for others who may have already acquired some.
It is now widely recognized that learners are more successful when
they are active participants in the learning relationship. This
book offers a general introduction to primary education and child
development, using the learning relationship between teachers and
children as its focus. Divided into two parts, the first looks at
the child's contribution to the learning relationship, and the
second examines that of the teacher.
It is now widely recognized that learners are more successful when
they are active participants in the learning relationship. This
book offers a general introduction to primary education and child
development, using the learning relationship between teachers and
children as its focus. Divided into two parts, the first looks at
the child's contribution to the learning relationship, and the
second examines that of the teacher.
Written by experienced teachers and teacher trainers, this book
focuses on: the issues which curriculum co-ordinators need to
consider how best to manage the learning of pupils within the
school how to promote a quality curriculum across the key stages
factors affecting the wider curriculum such as IT, differentiation,
the use of outside agencies and the role of the head teacher. It
also takes each subject area in turn and for each examines the key
areas of: knowledge, skills and understanding teaching styles
learning approaches
The role of the curriculum co-ordinator is a varied, and sometimes
frustrating, one for teachers. A combination of lack of time,
opportunity, confidence, support or resources often means that the
ideal model is difficult to achieve. Written by experienced
teachers and teacher trainers, this work focuses on: the issues
which curriculum co-ordinators need to consider; how they can best
manage the learning of pupils within the school; how to promote a
quality curriculum across the key stages; and factors affecting the
wider curriculum such as IT, differentiation, the use of outside
agencies and the role of the head teacher. The text also takes each
subject area in turn and examines the key areas of: knowledge,
skills and understanding, teaching styles, and learning approaches.
Throughout the book there are summaries, practical advice and
questions to enable individual co-ordinators to assess and develop
their own work, to decide on an action plan suited to their own
individual circumstances, and to find a practical route through
many potential difficulties and frustrations which face them.
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