Essential guides for early career teachers :: Understanding your role in curriculum design and implementation /
A key text to help early career teachers understand the important role they can play in school curriculum design and implementation.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | E-Book |
| Sprache: | English |
| Veröffentlicht: |
St Albans :
Critical Publishing,
2023.
|
| Schriftenreihe: | Essential Guides for Early Career Teachers.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | A key text to help early career teachers understand the important role they can play in school curriculum design and implementation. |
| Beschreibung: | Description based upon print version of record. What? (The big idea) |
| Beschreibung: | 1 online resource (119 p.). |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781915080660 1915080665 |
Internformat
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| 100 | 1 | |a Sauntson, Henry. | |
| 245 | 1 | 0 | |a Essential guides for early career teachers : |b Understanding your role in curriculum design and implementation / |c Henry Sauntson. |
| 260 | |a St Albans : |b Critical Publishing, |c 2023. | ||
| 300 | |a 1 online resource (119 p.). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdacarrier | ||
| 338 | |a online resource |b cr |2 rdamedia | ||
| 490 | 1 | |a Essential Guides for Early Career Teachers | |
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the series editor and author -- Acknowledgements -- Foreword -- Chapter 1 Introduction: what is curriculum? -- Introduction -- What? (The big idea) -- The national curriculum in England -- So what? -- Reflective task -- Now what? -- Reflective task -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 2 The journey so far -- Introduction -- What? (The big idea) -- The root of curriculum | |
| 505 | 8 | |a So what? -- A history of curriculum -- Plato -- Reflective task -- Dewey -- Tyler -- Bruner -- Taba -- Jackson -- Reflective task -- Now what? -- Why is curriculum important to me as an early career teacher? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 3 Behind the terms -- Introduction -- What? (The big idea) -- Shared language and terminology -- So what? -- What are the key terms we need to understand when making curriculum choices? -- Reflective task -- Now what? | |
| 505 | 8 | |a Knowledge or skills? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 4 Principles of curriculum design -- Introduction -- What? (The big idea) -- So what? -- Reflective task -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 5 Curriculum intent: setting out the goals -- What? (The big idea) -- What is intent? -- Ofsted intent statement -- So what? -- Reflective task | |
| 505 | 8 | |a Now what? -- Diversity and cultural capital -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 6 Curriculum implementation 1: curriculum enactment -- What? (The big idea) -- Implementation as the translation of intent into the classroom -- What is implementation? -- So what? -- Reflective task -- Determining those big ideas -- Reflective task -- Now what? -- Practical task for tomorrow -- Rate and develop: red, amber or green? -- Practical task for next week | |
| 505 | 8 | |a Practical task for the longer term -- What next? -- Further reading -- The elaboration theory -- Domain-specific knowledge -- Assessing intent, implementation and impact -- References -- Chapter 7 Curriculum implementation 2: classroom level -- What? (The big idea) -- So what? -- Subject-level thinking -- Designing instruction -- Reflective task -- Lesson planning -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 8 Curriculum implementation 3: assessing the curriculum | |
| 500 | |a What? (The big idea) | ||
| 520 | |a A key text to help early career teachers understand the important role they can play in school curriculum design and implementation. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 650 | 0 | |a Teaching |x Psychological aspects. | |
| 650 | 0 | |a Curriculum planning. |0 http://id.loc.gov/authorities/subjects/sh85034895 | |
| 650 | 0 | |a Teaching. |0 http://id.loc.gov/authorities/subjects/sh85133052 | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 650 | 7 | |a Teaching |2 fast | |
| 700 | 1 | |a Hollis, Emma. | |
| 776 | 0 | 8 | |i Print version: |a Sauntson, Henry |t Essential Guides for Early Career Teachers: Understanding Your Role in Curriculum Design and Implementation |d St Albans : Critical Publishing,c2023 |z 9781915080653 |
| 830 | 0 | |a Essential Guides for Early Career Teachers. | |
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| adam_text | |
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| author | Sauntson, Henry |
| author2 | Hollis, Emma |
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| author_facet | Sauntson, Henry Hollis, Emma |
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| contents | Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the series editor and author -- Acknowledgements -- Foreword -- Chapter 1 Introduction: what is curriculum? -- Introduction -- What? (The big idea) -- The national curriculum in England -- So what? -- Reflective task -- Now what? -- Reflective task -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 2 The journey so far -- Introduction -- What? (The big idea) -- The root of curriculum So what? -- A history of curriculum -- Plato -- Reflective task -- Dewey -- Tyler -- Bruner -- Taba -- Jackson -- Reflective task -- Now what? -- Why is curriculum important to me as an early career teacher? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 3 Behind the terms -- Introduction -- What? (The big idea) -- Shared language and terminology -- So what? -- What are the key terms we need to understand when making curriculum choices? -- Reflective task -- Now what? Knowledge or skills? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 4 Principles of curriculum design -- Introduction -- What? (The big idea) -- So what? -- Reflective task -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 5 Curriculum intent: setting out the goals -- What? (The big idea) -- What is intent? -- Ofsted intent statement -- So what? -- Reflective task Now what? -- Diversity and cultural capital -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 6 Curriculum implementation 1: curriculum enactment -- What? (The big idea) -- Implementation as the translation of intent into the classroom -- What is implementation? -- So what? -- Reflective task -- Determining those big ideas -- Reflective task -- Now what? -- Practical task for tomorrow -- Rate and develop: red, amber or green? -- Practical task for next week Practical task for the longer term -- What next? -- Further reading -- The elaboration theory -- Domain-specific knowledge -- Assessing intent, implementation and impact -- References -- Chapter 7 Curriculum implementation 2: classroom level -- What? (The big idea) -- So what? -- Subject-level thinking -- Designing instruction -- Reflective task -- Lesson planning -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 8 Curriculum implementation 3: assessing the curriculum |
| ctrlnum | (OCoLC)1377818762 |
| dewey-full | 375 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 375 - Curricula |
| dewey-raw | 375 |
| dewey-search | 375 |
| dewey-sort | 3375 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | eBook |
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| id | ZDB-4-EDU-on1377818762 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:17Z |
| institution | BVB |
| isbn | 9781915080660 1915080665 |
| language | English |
| oclc_num | 1377818762 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (119 p.). |
| psigel | ZDB-4-EDU |
| publishDate | 2023 |
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| series | Essential Guides for Early Career Teachers. |
| series2 | Essential Guides for Early Career Teachers |
| spelling | Sauntson, Henry. Essential guides for early career teachers : Understanding your role in curriculum design and implementation / Henry Sauntson. St Albans : Critical Publishing, 2023. 1 online resource (119 p.). text txt rdacontent computer c rdacarrier online resource cr rdamedia Essential Guides for Early Career Teachers Description based upon print version of record. Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the series editor and author -- Acknowledgements -- Foreword -- Chapter 1 Introduction: what is curriculum? -- Introduction -- What? (The big idea) -- The national curriculum in England -- So what? -- Reflective task -- Now what? -- Reflective task -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 2 The journey so far -- Introduction -- What? (The big idea) -- The root of curriculum So what? -- A history of curriculum -- Plato -- Reflective task -- Dewey -- Tyler -- Bruner -- Taba -- Jackson -- Reflective task -- Now what? -- Why is curriculum important to me as an early career teacher? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 3 Behind the terms -- Introduction -- What? (The big idea) -- Shared language and terminology -- So what? -- What are the key terms we need to understand when making curriculum choices? -- Reflective task -- Now what? Knowledge or skills? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 4 Principles of curriculum design -- Introduction -- What? (The big idea) -- So what? -- Reflective task -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 5 Curriculum intent: setting out the goals -- What? (The big idea) -- What is intent? -- Ofsted intent statement -- So what? -- Reflective task Now what? -- Diversity and cultural capital -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 6 Curriculum implementation 1: curriculum enactment -- What? (The big idea) -- Implementation as the translation of intent into the classroom -- What is implementation? -- So what? -- Reflective task -- Determining those big ideas -- Reflective task -- Now what? -- Practical task for tomorrow -- Rate and develop: red, amber or green? -- Practical task for next week Practical task for the longer term -- What next? -- Further reading -- The elaboration theory -- Domain-specific knowledge -- Assessing intent, implementation and impact -- References -- Chapter 7 Curriculum implementation 2: classroom level -- What? (The big idea) -- So what? -- Subject-level thinking -- Designing instruction -- Reflective task -- Lesson planning -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 8 Curriculum implementation 3: assessing the curriculum What? (The big idea) A key text to help early career teachers understand the important role they can play in school curriculum design and implementation. Includes bibliographical references and index. Teaching Psychological aspects. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Curriculum planning fast Teaching fast Hollis, Emma. Print version: Sauntson, Henry Essential Guides for Early Career Teachers: Understanding Your Role in Curriculum Design and Implementation St Albans : Critical Publishing,c2023 9781915080653 Essential Guides for Early Career Teachers. FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3487006 Volltext |
| spellingShingle | Sauntson, Henry Essential guides for early career teachers : Understanding your role in curriculum design and implementation / Essential Guides for Early Career Teachers. Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Meet the series editor and author -- Acknowledgements -- Foreword -- Chapter 1 Introduction: what is curriculum? -- Introduction -- What? (The big idea) -- The national curriculum in England -- So what? -- Reflective task -- Now what? -- Reflective task -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 2 The journey so far -- Introduction -- What? (The big idea) -- The root of curriculum So what? -- A history of curriculum -- Plato -- Reflective task -- Dewey -- Tyler -- Bruner -- Taba -- Jackson -- Reflective task -- Now what? -- Why is curriculum important to me as an early career teacher? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 3 Behind the terms -- Introduction -- What? (The big idea) -- Shared language and terminology -- So what? -- What are the key terms we need to understand when making curriculum choices? -- Reflective task -- Now what? Knowledge or skills? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 4 Principles of curriculum design -- Introduction -- What? (The big idea) -- So what? -- Reflective task -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 5 Curriculum intent: setting out the goals -- What? (The big idea) -- What is intent? -- Ofsted intent statement -- So what? -- Reflective task Now what? -- Diversity and cultural capital -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 6 Curriculum implementation 1: curriculum enactment -- What? (The big idea) -- Implementation as the translation of intent into the classroom -- What is implementation? -- So what? -- Reflective task -- Determining those big ideas -- Reflective task -- Now what? -- Practical task for tomorrow -- Rate and develop: red, amber or green? -- Practical task for next week Practical task for the longer term -- What next? -- Further reading -- The elaboration theory -- Domain-specific knowledge -- Assessing intent, implementation and impact -- References -- Chapter 7 Curriculum implementation 2: classroom level -- What? (The big idea) -- So what? -- Subject-level thinking -- Designing instruction -- Reflective task -- Lesson planning -- Now what? -- Practical task for tomorrow -- Practical task for next week -- Practical task for the longer term -- What next? -- Further reading -- References -- Chapter 8 Curriculum implementation 3: assessing the curriculum Teaching Psychological aspects. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Curriculum planning fast Teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85034895 http://id.loc.gov/authorities/subjects/sh85133052 |
| title | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / |
| title_auth | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / |
| title_exact_search | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / |
| title_full | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / Henry Sauntson. |
| title_fullStr | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / Henry Sauntson. |
| title_full_unstemmed | Essential guides for early career teachers : Understanding your role in curriculum design and implementation / Henry Sauntson. |
| title_short | Essential guides for early career teachers : |
| title_sort | essential guides for early career teachers understanding your role in curriculum design and implementation |
| title_sub | Understanding your role in curriculum design and implementation / |
| topic | Teaching Psychological aspects. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Teaching. http://id.loc.gov/authorities/subjects/sh85133052 Curriculum planning fast Teaching fast |
| topic_facet | Teaching Psychological aspects. Curriculum planning. Teaching. Curriculum planning Teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3487006 |
| work_keys_str_mv | AT sauntsonhenry essentialguidesforearlycareerteachersunderstandingyourroleincurriculumdesignandimplementation AT hollisemma essentialguidesforearlycareerteachersunderstandingyourroleincurriculumdesignandimplementation |