By P. Raggatt, G. Weiner
An Open collage set booklet, it explores fresh alterations in curriculum and evaluate coverage, and examines the fad in the direction of centralized keep an eye on. It additionally bargains an evaluate of constant neighborhood authority impacts. the choice of articles, even though now not entire, can be beneficial to somebody with curiosity in curriculum and review coverage.
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Additional info for Curriculum and Assessment. Some Policy Issues
DES (1978) Primary Education in England: a survey by HM Inspectors of Schools, HMSO. DES (1982) Pupils and School Leavers: future numbers, Report on Education No. 97, HMSO. Evans, P. (1980) Science: pure or applied? Education 3-13, 8:1, pp. 16-23. , Simon, B. and Croll, P. (1980) Inside the Primary Classroom, Routledge & Kegan Paul. Garland, R. ) (1982) Computers and Children in the Primary School, The Falmer Press. MacDonald, B. (1979) Hard times: educational accountability in England, Educational Analysis, Vol.
The impetus to developing primary science will almost certainly continue. The inclusion of primary science in the government's statement of guidance on the school curriculum, the advocacy of HMI, the efforts of LEAs in producing guidelines and providing Inset, and the proliferation of published schemes with, at long last, accompanying pupils' materials, will see to that. Getting science of any kind going will be a priority in many primary schools; in others and in middle schools, where science is much more firmly established, more attention will be given to how teacher-directed practical work can be complemented by more open-ended activities where children frame questions based on their own observations, suggest patterns in what is observed, offer explanations of what has caused the patterns and test their suggested explanations.
It is easy to overlook both this complexity and consistency. The consultative committees within and the formalized links with central government, other LEAs and the teachers are only the most visible part of the total structure through which influences flow both in and out of town and county halls. But all these influences meet, or arise from, policies that have been developed incrementally over the years. They rarely exist as statements or documents, but are apparent as soon as responses are necessary to some so Marten Shipman external development such as the raising of the school-leaving age, a major national report, or an accelerating trend in schools or colleges.