Critically Discuss the Role of the Core Curriculum Subjects in Developing Children’s Learning in Key Stage One. as Part of This Discussion Critically Consider the Relationship Between Learning Approaches Within the Core

Topics: Education, Learning styles, Educational psychology Pages: 13 (4051 words) Published: April 12, 2013
Module Title: Core Curriculum

Assignment One

Critically discuss the role of the core curriculum subjects in developing children’s learning in Key Stage One. As part of this discussion critically consider the relationship between learning approaches within the core subjects and individual learning needs in these subjects for children.

Elizabeth Mc Grath

Contents Page

Introduction ………………………………………………………………… 3

Main Content ………………………………………………………………… English ……………………………………………………………….... 4 Maths ………………………………………………………………… 7 Science ……………………………………………………………...…10
Conclusion …………………………………………………………............13

Reference List ………………………………………………………………14

Bibliography ………………………………………………………………..17

Within Key Stage 1, the core subjects of English, Maths and Science are dynamic and vital skills which are constantly being developed throughout our schooling. According to Guinness (1999, p2), “Children bring their own conceptions (and misconceptions) into the classroom.” Building upon the knowledge and understanding of our core subjects from a young age within key stage 1 especially, can provide us with lifelong skills without even realising it.

All teachers within schools today, have the continuous daily challenges of ensuring that the core subjects are being taught to children using different learning styles to suit children’s understanding. Within Key Stage 1; there starts the strong emphasis of assessment and preparation for SATs, as Mujis & Reynolds (2011, p275) state, “To be effective, assessment for learning needs to become a central part of classroom practice.”

Gopnick et al. (1999, p83) state that young children, “Are born knowing a great deal, they learn more, and we are designed to teach them.” Within my assignment, I will critically consider the relationship between learning approaches and individual learning needs of children within Key stage 1. Taking into account, the educational theories and my own individual observations and teaching experiences to expand upon my research within this area of study.

“It is essential to get the structure, balance and content of the primary curriculum right. It is no less essential to ensure that schools have the time and expertise to ensure that it is coherently planned and well taught.” (Alexander, 2010)

English
“A literacy lesson that is planned with consideration of range of learning styles, and taught in a way that allows all children’s learning styles to be triggered, will help all children to become more proficient in English, whether it is their main language or not.” (Knoules, 2011, p. 152) For example, through some of my own experiences in school, children may not have adapted their writing skills but through their oral language teachers have been able to effectively engage all children to reach their learning objectives by differentiating their activity to the group size needed whether it was small groups, pairs or individual.

“It is essential that teacher’s believe, that all children can make a progress in English and literacy, have a right to enjoy their learning and to have their needs met.” (Brien, 2012, p. 4) As a teacher building on your own background knowledge of your English lesson or any lesson is a vital part of helping your children understand and learn through their own learning style. The National Curriculum is the soul of this background knowledge and can become your essential tool to cover as a way to make progress with children. A Teacher’s knowledge of the curriculum has to be sufficiently secure to do other things. (Ofsted, 2008)

Sir Jim Rose (2006, p3) identifies the key elements, that children need to learn to fulfil a prolonged period in education. “Speaking and listening, together with reading and writing, are prime communication skills that are central to children’s intellectual, social and emotional development.” Being able to speak and listen are...

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Amos, H. J., 2010. Rethinking the relationship between learning and developmen: Teaching for learning in Early Childhood Classrooms. Volume 74, pp. 258-268.
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Brien, J., 2012. Teaching Primary English. 1st ed. London: SAGE.
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Bruner, J., 1964. The course of cognitive growth. American Psychologist, Issue 19, pp. 1-15.
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DCSF (Department for Children, S
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Qualter, W. H. a. A., 2009. The Teaching of Science in the Primary School. 5th ed. London: ISBN.
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Whitebread, D., 2002. Teaching and Learning in Early Years. 1st ed. London: Routledge.
Williams, P., 2008. Independent Review of Mathematics teaching in early years settings and primary schools. Final Report., London: DCSF.
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Reference List
Alexander, R., 2004
Alexander, R., 2010. Children, in their world, their Education: Final Report and Recoomandations of the the Cambridge Primary Review. Cambridge Review.
Aubrey, C., 2007. Early mathematics achievement in the context of the National Numeracy Strategy, London: University of Warwick.
Brien, J., 2012. Teaching Primary English. 1st ed. London: SAGE.
Browne, A., 2009. Developing Language and Literacy 3-8. 3rd ed. London: SAGE.
Bruner, J., 1964. The course of cognitive growth. American Psychologist, Issue 19, pp. 1-15.
DfES, 2003. Excellence and enjoyment: a strategy for primary schools. , London: DfES.
Eady, S., 2008. What is the purpose of learning Science? An analysis of policy and practice in the primary school. British Journal of Education, 56(1), pp. 4-19.
Gillespie, H. & Gillespie, R., 2007. Science for Primary School Teachers. 1st ed. Berkshire: Open University Press.
Gopnick, A., Meltzoff, A. & Kuhl, K., 1999. The Scientist in the Crib: Minds, Brains and How Children Learn. New York: William Morrow & Company.
Guinness, C., 1999. Thinking skills to Thinking Classrooms, London: DfEE Research Report.
Harlen, W., 2006. Teaching, learning and assessing science 5-12. 4th ed. London: SAGE.
Knoules, G., 2011. Supporting Inclusive practice. London: Routledge.
Kolb, D., 1995. The Process of Experimental Learning. Culture and Processes of Adult Learning. 1st ed. Milton Keynes: Open University Press.
Meade, A. &. C., 2008. Thinking Children: Learning about Schemas. 1st ed. Buckingham: Open University Press.
Mooney, C. et al., 2009. Primary Mathematics: Knowledge and Understanding. 4th ed. Exeter: Learning Matters Ltd.
Muijs, D. & Reynolds, D., 2011. Effective Teaching. 3rd ed. London: SAGE.
Ofsted, 2008. Improving Primary Teachers ' Subject Knowledge Across the Curriculum, London: Ofsted.
Oliver, A., 2006. Creative Teaching Science. 1st ed. London: David Fulton Pulishers.
Oven, P. & Wenham, M., 2010. Understanding Primary Science. 3rd ed. London: SAGE.
Pound, L., 2008. Thinking and learning about Mathematics in the Early Years. 1st ed. London: Routledge.
QCA, 1999. The National Curriculum - Handbook for primary school teachers in England, London: QCA.
Reynolds, D. M. &. D., 2011. Effective Teaching. 3rd ed. London: SAGE.
Rose, J., 2006. Independent Review of teaching of early reading, London: DfES.
Rowely, C. & Cooper, M., 2010. Cross-curricular Approaches to Teaching and Learning. 1st ed. London: SAGE Publisher Ltd.
Thompson, I., 2008. Teaching and Learning Early Number. 2nd ed. Berkshire: Open Unviersity Press.
Whitebread, D., 2002. Teaching and Learning in Early Years. 1st ed. London: Routledge.
Williams, P., 2008. Independent Review of Mathematics teaching in early years settings and primary schools. Final Report., London: DCSF.
Wyse D & Jones, R., 2009. Teaching English, Langage & Literacy. 2nd ed. London: Routledge and Falmer.
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