The National Curriculum influences how pupils are taught in schools. The school curriculum draws from National Curriculum to develop its curriculum to meet individual learning needs of all pupils. “The four main purposes of the British National Curriculum seek: To establish an entitlement, establish standards, promote continuity and coherence, lastly to promote public understanding”
Looking at teaching English in key stage 1, speaking and listening, reading and writing go hand in hand. “Most children try out ideas in talk long before they are able to try to pin them down in writing. Reading aloud helps children to become familiar with the cadences and uses of English. For many children expressing ideas orally is easier than in writing, where it is more complicated to orchestrate all the necessary skills. The discipline of writing, which involves precision and clear articulation of meaning for a distant reader, aids clarity in oral communication, too. Reading gives children models of language, and discussion of texts helps them to take such language into their own repertoire. So speaking and listening, reading and writing are not only interdependent, but also mutually enhancing”.
Focusing on reading and writing, The National Curriculum gives guidelines on teaching reading in terms of knowledge, skills and understanding. Reading strategies is one of them, for instance, pupils are to be taught to read with fluency, accuracy, understanding and enjoyment. A teacher aims to foster in each child a love of reading for pleasure by providing opportunities to read and surround children with a range of reading materials appropriate to age, ability and interest.
One way of teaching fluency, accuracy and understanding, a progressive stru...
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..., paying attention to sequencing.
Handwriting has a prominent position in writing especially in key stage 1 as it is still developing. It is significant to teach the children how to form their letters, join letters, how to hold a pencil, formation of both upper case and lower case, finally every teacher want clear and neat presentation.
Works Cited
http://curriculum.qcda.gov.uk/key-stages-1-and-2/aims-values-and-purposes/purposes/index.aspx
Last accessed 13th September 2011
(http://www.standards.dfes.gov.uk/primary/publications/literacy/818497/pns_speaklisten062403hbk.pdf)
Last accessed 13th September 2011
http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/english/keystage1/index.aspx
Last accessed 13th September 2011
http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/english/keystage1/index.aspx
Last accessed 13th September 2011
First off, in terms of education in grades K through 3 it seems that students are introduced to the basic concepts of learning, reading, and writing. For example, young children begin to comprehend the sounds of speech in terms of being able to read while also practicing how to correctly write common words used in everyday language. Furthe...
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form.
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This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
Teachers have not always believed that they are reading teachers. For example, a social studies teacher or math teacher may only focused on their discipline, not necessarily spending time on teaching reading. The common core standards have all teachers building knowledge through content-rich non-fiction material in all classes. This is not to add or be a distr...
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Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.