An Ambitious Secondary School Curriculum:
Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
St Albans
Critical Publishing
2022
|
| Ausgabe: | 1st ed |
| Schlagworte: | |
| Online-Zugang: | HWR01 |
| Zusammenfassung: | Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Beschreibung: | 1 Online-Ressource (300 Seiten) |
| ISBN: | 9781913453237 |
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| 505 | 8 | |a Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Introduction -- 01 An ambitious curriculum for the twenty-first century -- Chapter objectives -- Introduction -- Curriculum intent, implementation and impact -- Curriculum intent -- Curriculum implementation -- Curriculum impact -- Types of knowledge -- Composite knowledge -- Component knowledge -- Cultural capital -- Critical questions -- Extended thinking -- Knowledge versus skills -- A curriculum for the twenty-first century -- Addressing the big issues in society -- Critical questions -- Extended thinking -- An ambitious curriculum for pupils with send -- Case study -- Critical questions -- The role of technology in the curriculum -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 02 Addressing disadvantage -- Chapter objectives -- Introduction -- Disadvantage -- Addressing social disadvantage through the curriculum -- Critical questions -- Extended thinking -- Case study -- Evidence-based practice -- Poverty -- Evidence-based practice -- Case study -- Adverse childhood experiences -- Critical questions -- Minority identities -- Race and ethnicity -- Pupils with send -- Refugees and migrant pupils -- LGBTQ+ pupils -- Intersectionality -- Evidence-based practice -- Enhancing self-esteem -- Critical questions -- Extended thinking -- Summary -- Checklist -- Further reading -- 03 Substantive and disciplinary knowledge -- Chapter objectives -- Introduction -- Substantive knowledge -- Disciplinary knowledge -- Critical questions -- Extended thinking -- The importance of subject knowledge -- Evidence-based practice -- The importance of curriculum sequencing -- Revisiting subject content -- Developing automaticity -- Critical question -- Extended thinking -- Component knowledge -- Critical questions | |
| 505 | 8 | |a Extended thinking -- Composite knowledge -- Assessing knowledge -- Evidence-based practice -- Types of subject knowledge -- Subject knowledge in history -- Subject knowledge in science -- Subject knowledge in geography -- Subject knowledge in music -- Subject knowledge in mathematics -- Subject knowledge in religious education -- Subject knowledge in physical education -- Subject knowledge in english -- Case study -- Supporting pupils' personal development -- Teaching sensitive topics -- Case study -- Summary -- Checklist -- Further reading -- 04 Building cultural capital into the curriculum -- Chapter objectives -- Introduction -- What is cultural capital? -- Critical questions -- Ofsted's take on cultural capital -- Powerful knowledge -- Why is cultural capital important? -- Evidence-based practice -- Critical questions -- Extended thinking -- Case study -- Linguistic capital -- Building cultural capital through subject curriculums -- Building cultural capital into english -- Case study -- Critical question -- Building cultural capital into mathematics -- Critical question -- Building cultural capital into science -- Critical question -- Building cultural capital into history -- Critical questions -- Building cultural capital into geography -- Critical question -- Building cultural capital into music -- Critical question -- Building cultural capital into art and design -- Critical question -- Building cultural capital into design and technology -- Critical question -- Building cultural capital into physical education -- Critical question -- Building cultural capital into languages -- Critical question -- Building cultural capital into citizenship -- Critical question -- Building cultural capital into the co-curriculum -- Critical questions -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist | |
| 505 | 8 | |a Further reading -- 05 Curriculum design -- Chapter objectives -- Introduction -- The importance of subject knowledge -- Approaches to curriculum design -- Critical questions -- The national curriculum as a starting point -- Composite knowledge -- Component knowledge and chunking -- Sequencing components -- Schemas -- Insights from cognitive science -- Designing a curriculum for pupils with send -- Designing a curriculum for disadvantaged pupils -- Going beyond the national curriculum -- Promoting personal development -- Promoting intellectual development -- Promoting moral development -- Promoting spiritual development -- Critical questions -- Promoting social development -- Promoting cultural development -- Promoting physical development -- Promoting good mental health -- Case study -- Critical questions -- Preparing pupils for life in modern britain -- Promoting character -- Critical questions -- Evidence-based practice -- Promoting commitment through the curriculum -- Evidence-based practice -- Developing the co-curriculum -- Developing and promoting the value of volunteering -- Promoting reading -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 06 Teaching the curriculum -- Chapter objectives -- Introduction -- The importance of direct and explicit instruction -- The role of modelling, scaffolding and fading -- Modelling -- Critical questions -- Scaffolding -- Fading -- Evidence-based practice -- Metacognition -- Working memory and long-term memory -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemas -- Critical questions -- Cognitive load -- Intrinsic load -- Case study -- Critical questions -- Extraneous load -- Germane load -- Critical questions -- Extended thinking -- Retrieval practice | |
| 505 | 8 | |a Spaced or distributed practice -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 07 Adaptive teaching in the curriculum -- Chapter objectives -- Introduction -- Responsibilities of schools for pupils with send -- Send code of practice -- Graduated approach -- Assess -- Plan -- Do -- Review -- Critical questions -- What is adaptive teaching? -- Critical questions -- Evidence-based practice -- Adaptive teaching strategies -- Chunking -- Worked examples and good examples -- Pre-teaching -- Critical questions -- Graphic organisers -- Technology -- Critical questions -- Overlearning -- Critical questions -- Dual coding -- Case study -- Critical questions -- Spaced or distributed learning -- Evidence-based practice -- Supporting pupils with eal -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 08 The curriculum as the progression model -- Chapter objectives -- Introduction -- What do we understand by progress? -- The curriculum as progression -- Supporting pupils to remember more -- Critical questions -- The problem with bloom's taxonomy -- Knowledge and skills -- Extended thinking -- Case study -- Critical questions -- Sequencing in subject curriculums -- Curriculum sequencing in english -- Critical questions -- Curriculum sequencing in mathematics -- Critical questions -- Curriculum sequencing in science -- Critical questions -- Curriculum sequencing in history -- Critical questions -- Curriculum sequencing in computing -- Critical questions -- Curriculum sequencing in geography -- Critical questions -- Curriculum sequencing in music -- Critical questions -- Curriculum sequencing in physical education -- Critical questions -- Curriculum sequencing in citizenship -- Critical questions -- Curriculum sequencing in art and design | |
| 505 | 8 | |a Curriculum sequencing in design and technology -- Nutrition -- Health -- Critical questions -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 09 The role of subject leaders in the curriculum -- Chapter objectives -- Introduction -- The role of the subject leader -- Extended thinking -- The importance of curriculum -- Curriculum intent -- Curriculum implementation -- Impact -- Critical questions -- Extended thinking -- Evidence-based practice -- Planning an ambitious curriculum -- Critical questions -- Identifying component knowledge -- Case study -- Sequencing component knowledge -- Critical questions -- Delivering the subject curriculum as intended -- Quality assuring the subject curriculum -- Supporting send and disadvantaged pupils -- Case study -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 10 Developing a mental health curriculum -- Chapter objectives -- Introduction -- Critical questions -- What is mental health? -- Critical questions -- Causes of mental ill health -- A whole-school approach to mental health -- Critical questions -- Designing a mental health curriculum -- Critical questions -- Before you start the curriculum -- Historical context -- Current context -- Myths and facts -- Stress -- Self-harm -- Strategies -- Resilience -- Social media -- Well-being -- Helping others -- Case study -- Critical questions -- After you have delivered the curriculum -- Critical questions -- Evidence-based practice -- Critical questions -- Working in partnership with pupils -- Critical questions -- Extended thinking -- Case study -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist -- Further reading -- 11 LGBTQ+ inclusion in the curriculum -- Chapter objectives -- Introduction -- Embedding LGBTQ+ inclusion -- Critical questions | |
| 505 | 8 | |a Including LGBTQ+ in the rshe curriculum | |
| 520 | |a Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework | ||
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| 700 | 1 | |a Green, Michael |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Glazzard, Jonathan |t An Ambitious Secondary School Curriculum |d St Albans : Critical Publishing,c2022 |z 9781913453213 |
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Datensatz im Suchindex
| _version_ | 1804185103314714625 |
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| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Glazzard, Jonathan |
| author_facet | Glazzard, Jonathan |
| author_role | aut |
| author_sort | Glazzard, Jonathan |
| author_variant | j g jg |
| building | Verbundindex |
| bvnumber | BV048921149 |
| collection | ZDB-30-PQE |
| contents | Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Introduction -- 01 An ambitious curriculum for the twenty-first century -- Chapter objectives -- Introduction -- Curriculum intent, implementation and impact -- Curriculum intent -- Curriculum implementation -- Curriculum impact -- Types of knowledge -- Composite knowledge -- Component knowledge -- Cultural capital -- Critical questions -- Extended thinking -- Knowledge versus skills -- A curriculum for the twenty-first century -- Addressing the big issues in society -- Critical questions -- Extended thinking -- An ambitious curriculum for pupils with send -- Case study -- Critical questions -- The role of technology in the curriculum -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 02 Addressing disadvantage -- Chapter objectives -- Introduction -- Disadvantage -- Addressing social disadvantage through the curriculum -- Critical questions -- Extended thinking -- Case study -- Evidence-based practice -- Poverty -- Evidence-based practice -- Case study -- Adverse childhood experiences -- Critical questions -- Minority identities -- Race and ethnicity -- Pupils with send -- Refugees and migrant pupils -- LGBTQ+ pupils -- Intersectionality -- Evidence-based practice -- Enhancing self-esteem -- Critical questions -- Extended thinking -- Summary -- Checklist -- Further reading -- 03 Substantive and disciplinary knowledge -- Chapter objectives -- Introduction -- Substantive knowledge -- Disciplinary knowledge -- Critical questions -- Extended thinking -- The importance of subject knowledge -- Evidence-based practice -- The importance of curriculum sequencing -- Revisiting subject content -- Developing automaticity -- Critical question -- Extended thinking -- Component knowledge -- Critical questions Extended thinking -- Composite knowledge -- Assessing knowledge -- Evidence-based practice -- Types of subject knowledge -- Subject knowledge in history -- Subject knowledge in science -- Subject knowledge in geography -- Subject knowledge in music -- Subject knowledge in mathematics -- Subject knowledge in religious education -- Subject knowledge in physical education -- Subject knowledge in english -- Case study -- Supporting pupils' personal development -- Teaching sensitive topics -- Case study -- Summary -- Checklist -- Further reading -- 04 Building cultural capital into the curriculum -- Chapter objectives -- Introduction -- What is cultural capital? -- Critical questions -- Ofsted's take on cultural capital -- Powerful knowledge -- Why is cultural capital important? -- Evidence-based practice -- Critical questions -- Extended thinking -- Case study -- Linguistic capital -- Building cultural capital through subject curriculums -- Building cultural capital into english -- Case study -- Critical question -- Building cultural capital into mathematics -- Critical question -- Building cultural capital into science -- Critical question -- Building cultural capital into history -- Critical questions -- Building cultural capital into geography -- Critical question -- Building cultural capital into music -- Critical question -- Building cultural capital into art and design -- Critical question -- Building cultural capital into design and technology -- Critical question -- Building cultural capital into physical education -- Critical question -- Building cultural capital into languages -- Critical question -- Building cultural capital into citizenship -- Critical question -- Building cultural capital into the co-curriculum -- Critical questions -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist Further reading -- 05 Curriculum design -- Chapter objectives -- Introduction -- The importance of subject knowledge -- Approaches to curriculum design -- Critical questions -- The national curriculum as a starting point -- Composite knowledge -- Component knowledge and chunking -- Sequencing components -- Schemas -- Insights from cognitive science -- Designing a curriculum for pupils with send -- Designing a curriculum for disadvantaged pupils -- Going beyond the national curriculum -- Promoting personal development -- Promoting intellectual development -- Promoting moral development -- Promoting spiritual development -- Critical questions -- Promoting social development -- Promoting cultural development -- Promoting physical development -- Promoting good mental health -- Case study -- Critical questions -- Preparing pupils for life in modern britain -- Promoting character -- Critical questions -- Evidence-based practice -- Promoting commitment through the curriculum -- Evidence-based practice -- Developing the co-curriculum -- Developing and promoting the value of volunteering -- Promoting reading -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 06 Teaching the curriculum -- Chapter objectives -- Introduction -- The importance of direct and explicit instruction -- The role of modelling, scaffolding and fading -- Modelling -- Critical questions -- Scaffolding -- Fading -- Evidence-based practice -- Metacognition -- Working memory and long-term memory -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemas -- Critical questions -- Cognitive load -- Intrinsic load -- Case study -- Critical questions -- Extraneous load -- Germane load -- Critical questions -- Extended thinking -- Retrieval practice Spaced or distributed practice -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 07 Adaptive teaching in the curriculum -- Chapter objectives -- Introduction -- Responsibilities of schools for pupils with send -- Send code of practice -- Graduated approach -- Assess -- Plan -- Do -- Review -- Critical questions -- What is adaptive teaching? -- Critical questions -- Evidence-based practice -- Adaptive teaching strategies -- Chunking -- Worked examples and good examples -- Pre-teaching -- Critical questions -- Graphic organisers -- Technology -- Critical questions -- Overlearning -- Critical questions -- Dual coding -- Case study -- Critical questions -- Spaced or distributed learning -- Evidence-based practice -- Supporting pupils with eal -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 08 The curriculum as the progression model -- Chapter objectives -- Introduction -- What do we understand by progress? -- The curriculum as progression -- Supporting pupils to remember more -- Critical questions -- The problem with bloom's taxonomy -- Knowledge and skills -- Extended thinking -- Case study -- Critical questions -- Sequencing in subject curriculums -- Curriculum sequencing in english -- Critical questions -- Curriculum sequencing in mathematics -- Critical questions -- Curriculum sequencing in science -- Critical questions -- Curriculum sequencing in history -- Critical questions -- Curriculum sequencing in computing -- Critical questions -- Curriculum sequencing in geography -- Critical questions -- Curriculum sequencing in music -- Critical questions -- Curriculum sequencing in physical education -- Critical questions -- Curriculum sequencing in citizenship -- Critical questions -- Curriculum sequencing in art and design Curriculum sequencing in design and technology -- Nutrition -- Health -- Critical questions -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 09 The role of subject leaders in the curriculum -- Chapter objectives -- Introduction -- The role of the subject leader -- Extended thinking -- The importance of curriculum -- Curriculum intent -- Curriculum implementation -- Impact -- Critical questions -- Extended thinking -- Evidence-based practice -- Planning an ambitious curriculum -- Critical questions -- Identifying component knowledge -- Case study -- Sequencing component knowledge -- Critical questions -- Delivering the subject curriculum as intended -- Quality assuring the subject curriculum -- Supporting send and disadvantaged pupils -- Case study -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 10 Developing a mental health curriculum -- Chapter objectives -- Introduction -- Critical questions -- What is mental health? -- Critical questions -- Causes of mental ill health -- A whole-school approach to mental health -- Critical questions -- Designing a mental health curriculum -- Critical questions -- Before you start the curriculum -- Historical context -- Current context -- Myths and facts -- Stress -- Self-harm -- Strategies -- Resilience -- Social media -- Well-being -- Helping others -- Case study -- Critical questions -- After you have delivered the curriculum -- Critical questions -- Evidence-based practice -- Critical questions -- Working in partnership with pupils -- Critical questions -- Extended thinking -- Case study -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist -- Further reading -- 11 LGBTQ+ inclusion in the curriculum -- Chapter objectives -- Introduction -- Embedding LGBTQ+ inclusion -- Critical questions Including LGBTQ+ in the rshe curriculum |
| ctrlnum | (ZDB-30-PQE)EBC7126742 (ZDB-30-PAD)EBC7126742 (ZDB-89-EBL)EBL7126742 (OCoLC)1350447469 (DE-599)BVBBV048921149 |
| dewey-full | 373 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373 |
| dewey-search | 373 |
| dewey-sort | 3373 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 1st ed |
| format | Electronic eBook |
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| id | DE-604.BV048921149 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:55:16Z |
| indexdate | 2024-07-10T09:49:54Z |
| institution | BVB |
| isbn | 9781913453237 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034185240 |
| oclc_num | 1350447469 |
| open_access_boolean | |
| owner | DE-2070s |
| owner_facet | DE-2070s |
| physical | 1 Online-Ressource (300 Seiten) |
| psigel | ZDB-30-PQE ZDB-30-PQE HWR_PDA_PQE |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Critical Publishing |
| record_format | marc |
| spelling | Glazzard, Jonathan Verfasser aut An Ambitious Secondary School Curriculum 1st ed St Albans Critical Publishing 2022 ©2022 1 Online-Ressource (300 Seiten) txt rdacontent c rdamedia cr rdacarrier Description based on publisher supplied metadata and other sources Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Introduction -- 01 An ambitious curriculum for the twenty-first century -- Chapter objectives -- Introduction -- Curriculum intent, implementation and impact -- Curriculum intent -- Curriculum implementation -- Curriculum impact -- Types of knowledge -- Composite knowledge -- Component knowledge -- Cultural capital -- Critical questions -- Extended thinking -- Knowledge versus skills -- A curriculum for the twenty-first century -- Addressing the big issues in society -- Critical questions -- Extended thinking -- An ambitious curriculum for pupils with send -- Case study -- Critical questions -- The role of technology in the curriculum -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 02 Addressing disadvantage -- Chapter objectives -- Introduction -- Disadvantage -- Addressing social disadvantage through the curriculum -- Critical questions -- Extended thinking -- Case study -- Evidence-based practice -- Poverty -- Evidence-based practice -- Case study -- Adverse childhood experiences -- Critical questions -- Minority identities -- Race and ethnicity -- Pupils with send -- Refugees and migrant pupils -- LGBTQ+ pupils -- Intersectionality -- Evidence-based practice -- Enhancing self-esteem -- Critical questions -- Extended thinking -- Summary -- Checklist -- Further reading -- 03 Substantive and disciplinary knowledge -- Chapter objectives -- Introduction -- Substantive knowledge -- Disciplinary knowledge -- Critical questions -- Extended thinking -- The importance of subject knowledge -- Evidence-based practice -- The importance of curriculum sequencing -- Revisiting subject content -- Developing automaticity -- Critical question -- Extended thinking -- Component knowledge -- Critical questions Extended thinking -- Composite knowledge -- Assessing knowledge -- Evidence-based practice -- Types of subject knowledge -- Subject knowledge in history -- Subject knowledge in science -- Subject knowledge in geography -- Subject knowledge in music -- Subject knowledge in mathematics -- Subject knowledge in religious education -- Subject knowledge in physical education -- Subject knowledge in english -- Case study -- Supporting pupils' personal development -- Teaching sensitive topics -- Case study -- Summary -- Checklist -- Further reading -- 04 Building cultural capital into the curriculum -- Chapter objectives -- Introduction -- What is cultural capital? -- Critical questions -- Ofsted's take on cultural capital -- Powerful knowledge -- Why is cultural capital important? -- Evidence-based practice -- Critical questions -- Extended thinking -- Case study -- Linguistic capital -- Building cultural capital through subject curriculums -- Building cultural capital into english -- Case study -- Critical question -- Building cultural capital into mathematics -- Critical question -- Building cultural capital into science -- Critical question -- Building cultural capital into history -- Critical questions -- Building cultural capital into geography -- Critical question -- Building cultural capital into music -- Critical question -- Building cultural capital into art and design -- Critical question -- Building cultural capital into design and technology -- Critical question -- Building cultural capital into physical education -- Critical question -- Building cultural capital into languages -- Critical question -- Building cultural capital into citizenship -- Critical question -- Building cultural capital into the co-curriculum -- Critical questions -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist Further reading -- 05 Curriculum design -- Chapter objectives -- Introduction -- The importance of subject knowledge -- Approaches to curriculum design -- Critical questions -- The national curriculum as a starting point -- Composite knowledge -- Component knowledge and chunking -- Sequencing components -- Schemas -- Insights from cognitive science -- Designing a curriculum for pupils with send -- Designing a curriculum for disadvantaged pupils -- Going beyond the national curriculum -- Promoting personal development -- Promoting intellectual development -- Promoting moral development -- Promoting spiritual development -- Critical questions -- Promoting social development -- Promoting cultural development -- Promoting physical development -- Promoting good mental health -- Case study -- Critical questions -- Preparing pupils for life in modern britain -- Promoting character -- Critical questions -- Evidence-based practice -- Promoting commitment through the curriculum -- Evidence-based practice -- Developing the co-curriculum -- Developing and promoting the value of volunteering -- Promoting reading -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 06 Teaching the curriculum -- Chapter objectives -- Introduction -- The importance of direct and explicit instruction -- The role of modelling, scaffolding and fading -- Modelling -- Critical questions -- Scaffolding -- Fading -- Evidence-based practice -- Metacognition -- Working memory and long-term memory -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemas -- Critical questions -- Cognitive load -- Intrinsic load -- Case study -- Critical questions -- Extraneous load -- Germane load -- Critical questions -- Extended thinking -- Retrieval practice Spaced or distributed practice -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 07 Adaptive teaching in the curriculum -- Chapter objectives -- Introduction -- Responsibilities of schools for pupils with send -- Send code of practice -- Graduated approach -- Assess -- Plan -- Do -- Review -- Critical questions -- What is adaptive teaching? -- Critical questions -- Evidence-based practice -- Adaptive teaching strategies -- Chunking -- Worked examples and good examples -- Pre-teaching -- Critical questions -- Graphic organisers -- Technology -- Critical questions -- Overlearning -- Critical questions -- Dual coding -- Case study -- Critical questions -- Spaced or distributed learning -- Evidence-based practice -- Supporting pupils with eal -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 08 The curriculum as the progression model -- Chapter objectives -- Introduction -- What do we understand by progress? -- The curriculum as progression -- Supporting pupils to remember more -- Critical questions -- The problem with bloom's taxonomy -- Knowledge and skills -- Extended thinking -- Case study -- Critical questions -- Sequencing in subject curriculums -- Curriculum sequencing in english -- Critical questions -- Curriculum sequencing in mathematics -- Critical questions -- Curriculum sequencing in science -- Critical questions -- Curriculum sequencing in history -- Critical questions -- Curriculum sequencing in computing -- Critical questions -- Curriculum sequencing in geography -- Critical questions -- Curriculum sequencing in music -- Critical questions -- Curriculum sequencing in physical education -- Critical questions -- Curriculum sequencing in citizenship -- Critical questions -- Curriculum sequencing in art and design Curriculum sequencing in design and technology -- Nutrition -- Health -- Critical questions -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 09 The role of subject leaders in the curriculum -- Chapter objectives -- Introduction -- The role of the subject leader -- Extended thinking -- The importance of curriculum -- Curriculum intent -- Curriculum implementation -- Impact -- Critical questions -- Extended thinking -- Evidence-based practice -- Planning an ambitious curriculum -- Critical questions -- Identifying component knowledge -- Case study -- Sequencing component knowledge -- Critical questions -- Delivering the subject curriculum as intended -- Quality assuring the subject curriculum -- Supporting send and disadvantaged pupils -- Case study -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 10 Developing a mental health curriculum -- Chapter objectives -- Introduction -- Critical questions -- What is mental health? -- Critical questions -- Causes of mental ill health -- A whole-school approach to mental health -- Critical questions -- Designing a mental health curriculum -- Critical questions -- Before you start the curriculum -- Historical context -- Current context -- Myths and facts -- Stress -- Self-harm -- Strategies -- Resilience -- Social media -- Well-being -- Helping others -- Case study -- Critical questions -- After you have delivered the curriculum -- Critical questions -- Evidence-based practice -- Critical questions -- Working in partnership with pupils -- Critical questions -- Extended thinking -- Case study -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist -- Further reading -- 11 LGBTQ+ inclusion in the curriculum -- Chapter objectives -- Introduction -- Embedding LGBTQ+ inclusion -- Critical questions Including LGBTQ+ in the rshe curriculum Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework Education, Secondary-Curricula-Great Britain Green, Michael Sonstige oth Erscheint auch als Druck-Ausgabe Glazzard, Jonathan An Ambitious Secondary School Curriculum St Albans : Critical Publishing,c2022 9781913453213 |
| spellingShingle | Glazzard, Jonathan An Ambitious Secondary School Curriculum Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Introduction -- 01 An ambitious curriculum for the twenty-first century -- Chapter objectives -- Introduction -- Curriculum intent, implementation and impact -- Curriculum intent -- Curriculum implementation -- Curriculum impact -- Types of knowledge -- Composite knowledge -- Component knowledge -- Cultural capital -- Critical questions -- Extended thinking -- Knowledge versus skills -- A curriculum for the twenty-first century -- Addressing the big issues in society -- Critical questions -- Extended thinking -- An ambitious curriculum for pupils with send -- Case study -- Critical questions -- The role of technology in the curriculum -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 02 Addressing disadvantage -- Chapter objectives -- Introduction -- Disadvantage -- Addressing social disadvantage through the curriculum -- Critical questions -- Extended thinking -- Case study -- Evidence-based practice -- Poverty -- Evidence-based practice -- Case study -- Adverse childhood experiences -- Critical questions -- Minority identities -- Race and ethnicity -- Pupils with send -- Refugees and migrant pupils -- LGBTQ+ pupils -- Intersectionality -- Evidence-based practice -- Enhancing self-esteem -- Critical questions -- Extended thinking -- Summary -- Checklist -- Further reading -- 03 Substantive and disciplinary knowledge -- Chapter objectives -- Introduction -- Substantive knowledge -- Disciplinary knowledge -- Critical questions -- Extended thinking -- The importance of subject knowledge -- Evidence-based practice -- The importance of curriculum sequencing -- Revisiting subject content -- Developing automaticity -- Critical question -- Extended thinking -- Component knowledge -- Critical questions Extended thinking -- Composite knowledge -- Assessing knowledge -- Evidence-based practice -- Types of subject knowledge -- Subject knowledge in history -- Subject knowledge in science -- Subject knowledge in geography -- Subject knowledge in music -- Subject knowledge in mathematics -- Subject knowledge in religious education -- Subject knowledge in physical education -- Subject knowledge in english -- Case study -- Supporting pupils' personal development -- Teaching sensitive topics -- Case study -- Summary -- Checklist -- Further reading -- 04 Building cultural capital into the curriculum -- Chapter objectives -- Introduction -- What is cultural capital? -- Critical questions -- Ofsted's take on cultural capital -- Powerful knowledge -- Why is cultural capital important? -- Evidence-based practice -- Critical questions -- Extended thinking -- Case study -- Linguistic capital -- Building cultural capital through subject curriculums -- Building cultural capital into english -- Case study -- Critical question -- Building cultural capital into mathematics -- Critical question -- Building cultural capital into science -- Critical question -- Building cultural capital into history -- Critical questions -- Building cultural capital into geography -- Critical question -- Building cultural capital into music -- Critical question -- Building cultural capital into art and design -- Critical question -- Building cultural capital into design and technology -- Critical question -- Building cultural capital into physical education -- Critical question -- Building cultural capital into languages -- Critical question -- Building cultural capital into citizenship -- Critical question -- Building cultural capital into the co-curriculum -- Critical questions -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist Further reading -- 05 Curriculum design -- Chapter objectives -- Introduction -- The importance of subject knowledge -- Approaches to curriculum design -- Critical questions -- The national curriculum as a starting point -- Composite knowledge -- Component knowledge and chunking -- Sequencing components -- Schemas -- Insights from cognitive science -- Designing a curriculum for pupils with send -- Designing a curriculum for disadvantaged pupils -- Going beyond the national curriculum -- Promoting personal development -- Promoting intellectual development -- Promoting moral development -- Promoting spiritual development -- Critical questions -- Promoting social development -- Promoting cultural development -- Promoting physical development -- Promoting good mental health -- Case study -- Critical questions -- Preparing pupils for life in modern britain -- Promoting character -- Critical questions -- Evidence-based practice -- Promoting commitment through the curriculum -- Evidence-based practice -- Developing the co-curriculum -- Developing and promoting the value of volunteering -- Promoting reading -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 06 Teaching the curriculum -- Chapter objectives -- Introduction -- The importance of direct and explicit instruction -- The role of modelling, scaffolding and fading -- Modelling -- Critical questions -- Scaffolding -- Fading -- Evidence-based practice -- Metacognition -- Working memory and long-term memory -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemas -- Critical questions -- Cognitive load -- Intrinsic load -- Case study -- Critical questions -- Extraneous load -- Germane load -- Critical questions -- Extended thinking -- Retrieval practice Spaced or distributed practice -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 07 Adaptive teaching in the curriculum -- Chapter objectives -- Introduction -- Responsibilities of schools for pupils with send -- Send code of practice -- Graduated approach -- Assess -- Plan -- Do -- Review -- Critical questions -- What is adaptive teaching? -- Critical questions -- Evidence-based practice -- Adaptive teaching strategies -- Chunking -- Worked examples and good examples -- Pre-teaching -- Critical questions -- Graphic organisers -- Technology -- Critical questions -- Overlearning -- Critical questions -- Dual coding -- Case study -- Critical questions -- Spaced or distributed learning -- Evidence-based practice -- Supporting pupils with eal -- Extended thinking -- Case study -- Critical questions -- Summary -- Checklist -- Further reading -- 08 The curriculum as the progression model -- Chapter objectives -- Introduction -- What do we understand by progress? -- The curriculum as progression -- Supporting pupils to remember more -- Critical questions -- The problem with bloom's taxonomy -- Knowledge and skills -- Extended thinking -- Case study -- Critical questions -- Sequencing in subject curriculums -- Curriculum sequencing in english -- Critical questions -- Curriculum sequencing in mathematics -- Critical questions -- Curriculum sequencing in science -- Critical questions -- Curriculum sequencing in history -- Critical questions -- Curriculum sequencing in computing -- Critical questions -- Curriculum sequencing in geography -- Critical questions -- Curriculum sequencing in music -- Critical questions -- Curriculum sequencing in physical education -- Critical questions -- Curriculum sequencing in citizenship -- Critical questions -- Curriculum sequencing in art and design Curriculum sequencing in design and technology -- Nutrition -- Health -- Critical questions -- Case study -- Critical questions -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 09 The role of subject leaders in the curriculum -- Chapter objectives -- Introduction -- The role of the subject leader -- Extended thinking -- The importance of curriculum -- Curriculum intent -- Curriculum implementation -- Impact -- Critical questions -- Extended thinking -- Evidence-based practice -- Planning an ambitious curriculum -- Critical questions -- Identifying component knowledge -- Case study -- Sequencing component knowledge -- Critical questions -- Delivering the subject curriculum as intended -- Quality assuring the subject curriculum -- Supporting send and disadvantaged pupils -- Case study -- Evidence-based practice -- Summary -- Checklist -- Further reading -- 10 Developing a mental health curriculum -- Chapter objectives -- Introduction -- Critical questions -- What is mental health? -- Critical questions -- Causes of mental ill health -- A whole-school approach to mental health -- Critical questions -- Designing a mental health curriculum -- Critical questions -- Before you start the curriculum -- Historical context -- Current context -- Myths and facts -- Stress -- Self-harm -- Strategies -- Resilience -- Social media -- Well-being -- Helping others -- Case study -- Critical questions -- After you have delivered the curriculum -- Critical questions -- Evidence-based practice -- Critical questions -- Working in partnership with pupils -- Critical questions -- Extended thinking -- Case study -- Critical questions -- Evidence-based practice -- Critical questions -- Summary -- Checklist -- Further reading -- 11 LGBTQ+ inclusion in the curriculum -- Chapter objectives -- Introduction -- Embedding LGBTQ+ inclusion -- Critical questions Including LGBTQ+ in the rshe curriculum Education, Secondary-Curricula-Great Britain |
| title | An Ambitious Secondary School Curriculum |
| title_auth | An Ambitious Secondary School Curriculum |
| title_exact_search | An Ambitious Secondary School Curriculum |
| title_exact_search_txtP | An Ambitious Secondary School Curriculum |
| title_full | An Ambitious Secondary School Curriculum |
| title_fullStr | An Ambitious Secondary School Curriculum |
| title_full_unstemmed | An Ambitious Secondary School Curriculum |
| title_short | An Ambitious Secondary School Curriculum |
| title_sort | an ambitious secondary school curriculum |
| topic | Education, Secondary-Curricula-Great Britain |
| topic_facet | Education, Secondary-Curricula-Great Britain |
| work_keys_str_mv | AT glazzardjonathan anambitioussecondaryschoolcurriculum AT greenmichael anambitioussecondaryschoolcurriculum |