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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.
Curriculum and Assessment in English 3 to 11: 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 language and literacy curriculum and its assessment
arrangements for 3- to 11-year-olds in England, and of developments
in the area during the past thirty years. The book restates
fundamental truths about how pupils 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 associated tests, and -
crucially - proposes viable alternatives. This invaluable resource
for those working in English, language and literacy 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.
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.
Curriculum and Assessment in English 3 to 11: 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 language and literacy curriculum and its assessment
arrangements for 3- to 11-year-olds in England, and of developments
in the area during the past thirty years. The book restates
fundamental truths about how pupils 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 associated tests, and -
crucially - proposes viable alternatives. This invaluable resource
for those working in English, language and literacy 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.
Not Great Hopes is a personal account of episodes from the
author’s childhood and a vivid evocation of life during the 1950s
and 1960s. The chapters range from everyday life in the Birmingham
suburb of Northfield, to school life, sport, television, holidays,
a first experience of foreign travel, extended family and the
account of a bitter family breakdown. They include details of a
childhood that is in many ways dramatically different from the
childhood of today, though many themes will resonate across the
generations. The book also gives an account of the author’s
relationship with and impression of a city, Birmingham, in a period
of tumultuous demographic and architectural change. It ranges in
emotional tone from the light and humorous to the poignant and
tragic. Older readers will find much to recognise; younger readers,
much to surprise them.
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