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El. knyga: Bringing the English Curriculum to Life: A Field Guide for Making Meaning in English [Taylor & Francis e-book]

  • Formatas: 162 pages, 18 Tables, color; 19 Tables, black and white; 13 Halftones, color; 26 Halftones, black and white; 13 Illustrations, color; 26 Illustrations, black and white
  • Išleidimo metai: 12-Apr-2024
  • Leidėjas: Routledge
  • ISBN-13: 9781003455622
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 152,33 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 217,62 €
  • Sutaupote 30%
Bringing the English Curriculum to Life: A Field Guide for Making Meaning in EnglishDidesnis paveikslėlis
  • Formatas: 162 pages, 18 Tables, color; 19 Tables, black and white; 13 Halftones, color; 26 Halftones, black and white; 13 Illustrations, color; 26 Illustrations, black and white
  • Išleidimo metai: 12-Apr-2024
  • Leidėjas: Routledge
  • ISBN-13: 9781003455622
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781003455622

Bringing the English Curriculum to Life builds on David Didau’s groundbreaking book Making Meaning in English by showing how the principles of the original book can be applied in schools and classrooms. Drawing together experiences of designing, teaching, supporting and assessing English across the schools within Ormiston Academies Trust (OAT), this book demonstrates what an ambitious, coherently sequenced, broad and balanced English curriculum with successful adaption for students with SEND can look like in practice. 

Designed around the explicit teaching of the powerful conceptual knowledge students need to master the discipline, the book offers a fully resourced English curriculum packed with teaching suggestions and examples of high-quality practice. Covering intent, implementation and assessment, and outlining in detail what is included in each module for KS3 and 4, the curriculum can be adopted in its entirety, but is also flexible enough for departments to take modules and slot them into their own curriculum. 

Providing an inspiring model for teaching English that enables all students to succeed, this is an essential resource for all English teachers and school leaders responsible for curriculum development. 



This book builds on David Didau’s groundbreaking book Making Meaning in English by showing how the principles of the original book can be applied in schools and classrooms. It offers a fully resourced English curriculum packed with teaching suggestions and examples of high-quality practice.

Section 1: Intent: Specifying the curriculum

1.1 What we mean by intent

1.2 Curriculum as conversation

1.3 The knowledge turn in English

1.4 The problem with thinking of English as skills based

1.5 Why do so many students fail to make progress?

1.6 Specifying curriculum concepts in English

1.7 Ambitious for all

1.8 Coherent planning and sequencing

1.9 Designed for students with SEND

1.10 Broad and balanced

1.11 Core and hinterland

1.12 Personal development

1.13 GCSE ready

Intent: key points

Section 2: Implementation: Communicating the curriculum

2.1 What we mean by implementation

2.2 Gapless instruction

2.3 Success before struggle

2.4 Five core pedagogies

2.5 Mini-white boards

2.6 Regular retrieval practice

2.7 Vocabulary instruction

2.8 Couch to 5k writing

2.9 Reading for meaning

2.10 Structured discussion

2.11 Teaching tenor, vehicle and ground

2.12 Marking books

2.13 Homework

2.14 Using visualisers

2.15 Student anthologies

2.16 Teacher guides

2.17 The importance of co-planning

2.18 Scaling across multiple schools

Implementation: key points

Section 3: Impact: Assessing the curriculum

3.1 What we mean by impact

3.2 Using the curriculum as a progression model

3.3 The madness of flightpaths

3.4 The problem with Age Related Expectations

3.5 Should we grade students?

3.6 Curriculum Related Expectations

3.7 What is assessment for?

3.8 Mastery assessment

3.9 Problems with assessing English

3.10 Formative assessment and identifying gaps

3.11 Hinge point questions

3.12 The role of numbers

3.13 Summative assessment and comparative judgement

3.14 The need for discriminatory assessment

3.15 Reporting to different audiences

Impact: key points

Section 4: The curriculum in detail

4.1 Year 7 The origins of literature

4.2 Year 8 The development of form

4.3 Year 9 Into the world

4.4 The KS4 curriculum

4.4.1 Teaching AQAs Power & Conflict poetry cluster

4.4.3 A note about GCSE reform
David Didau is Senior Lead Practitioner for English at Ormiston Academies Trust as well as the author of several books coving a wide range of education topics.
Pastovi nuoroda: https://www.kriso.lt/db/9781003455622_pe.html
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