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Introduction to Primary Education
Transcript of Introduction to Primary Education
To understand the role the National Curriculum has on the development of children and how it supports their cognitive and educational development
The construction of thought process including memory, problem solving and decision making from childhood to adulthood.
Many theories have been developed to explain development
In Primary Education a lot of responsibility falls
onto the teacher when it comes to assessing the
learners ability and so they follow a very precise
scheme to make sure the learner is making
These are done through:
Planning > Evaluating > Assessing
of the Teacher
Concerns that the UK schools were not meeting the standards required by industry and society
1988 Education Reform Act passed.
The National curriculum was introduced and
implemented into Primary Schools between 1989 - 1990.
The first run of Key Skills Testing was in 1991 monitoring of this new curriculum became the responsibility of Ofsted in 1993.
The National Curriculum
Building blocks of intelligence and behaviour
referred to as ‘Individual Units’ of knowledge
Depending on the situation these Individual Units may join with others to create a desired outcome
This becomes known as a ‘Script’
Assimilation – use a schema
Equilibrium – achieved desired outcome
New Situation – existing schema failed
Disequilibrium – trying to understand the new situation and desired outcome
Accommodation – new schema or adapted schema is used to achieve the desired outcome
Assimilation and Accommodation
Stages of Development
Piaget and Education
1967 Plowden report produced.
A curriculum was needed which took into account the age of the child and the stage however it also needed to be flexible to allow education to cope with a degree of student abilities.
In Britain this became known as the National Curriculum and Key Stages
Stages of Development
Zone of Development
Someone or something that has a better understanding than the learner.
The MKO can be:
4 phases of attachment theory
Proximity Maintenance - The desire to be near the people we are attached to.
Safe Haven - Returning to the attachment figure for comfort and safety in the face of a fear or threat.
Secure Base - The attachment figure acts as a base of security from which the child can explore the surrounding environment.
Separation Distress - Anxiety that occurs in the absence of the attachment figure.
Modes of Representation
Progression teaching of complex ideas, basis first, later revisiting and introducing challenging task to push learned while reinforcing the basics.
Discovery learning allows learner to develop knowledge themselves
Key Stage 1 Years 1-2 Age 5-7
Key Stage 2 Years 3-6 Age 7-11
Core Subjects: English, Maths & Science
Foundation : Art & Design, Geography, History,
ICT, Music & PE
Encouraged : CPSHE and 1 MFL
Current Primary National Curriculum
Key Stage 1 Years 1-2 Age 5-7
Lower KS 2 Years 3-4 Age 7-9
Upper KS 2 Years 5-6 Age 9-11
Core Subjects: English, Maths ICT & Science
Foundation : Art & Design, Technology, Geography,
History, Music, PE & MFL (KS2)
Proposed Primary National Curriculum
APP – Assess Pupil Progress
APP: - allows teachers to compare pupils ability to NC
- refine teachers understanding and responsibility
- assess strengths and weaknesses of learners
- track progress over time
- curriculum planning aimed at the learners needs
- facilitate targets shared with pupils and parents
- support transition form KS2 to KS3
ARA outlined end of KS1 assessments:
Phonics screening check
In relation to National Curriculum level descriptors:
English levels of reading, writing, speaking and listening
Overall subject level of mathematics
Target attainment in science
Teacher Assessment is the main focus for end of KS1
KS1 Accessing Pupil Progress
English arrangements: NO English writing test 2013
English reading 13/5/13
English grammar, punctuation and spelling 14/5/13
Mental Arithmetic's 15/5/13
Mathematics Test A 15/5/13
Mathematics Test B 16/5/13
NO Science Sampling – Submit teacher assessments
KS2 Accessing Pupil Progress
Levels (1,2,3,4,5) show the abilities of your child in specific subjects against set criteria
The lettered elements (a,b,c) show his/her progress within that level
KS1 Average score 2b internal assessment
KS2 Average score 4b internal & external assessment
Interpret APP results
Lesson Plans – 4 main components
Starter- focusing students onto task and refresh prior
Introduction- the main points you wish to get across to the
Development- encourage discovery learning while meeting
& Consolidation learning objective
Plenary- review learning also referred to evaluation
Assuming learning has taken place is not enough this can be confirmed by:
Interviewing the student
It does not have to only happen at the end of the lesson, progressive evaluation will identify problems that an be solved when they occur
Taking into account the pupils overall learning, assessments help inform them and the parents the progress that they are making.
This is done through reports either end of term or through meeting with parents, they can identify the progress there child(ren) make.
This progression is recorded through APP, this is vital to show achievement progression and potential weaknesses
This is one such project created in 1994 to help the development of emotional and social behaviour within vulnerable and challenging children by addressing needs.
Explores 6 aspects to help development:Learning to be
Learning to do
Learning to think
Learn to be powerful and have identity
Learn to be skilful and have structure
Learning to be separate and secure identity
To understand the role the National Curriculum has on the development on children and how it supports their cognitive and educational development.
By providing a; planned, structured and detailed scheme of work, the National Curriculum provides a rounded education in which the learner is; assessed, evaluated and supported if necessary compared to the national average.
This assessment tracks the development of the learner and can be a excellent tool to identify and develop any areas of concern.