Aims 1.
Objectives 2.
Assessment data on pupils 3.
Scope and content 4. Pedagogical methods 5. Teacher’s expectations 6. Learning activities 7. Homework 8. Differentiation of learning 9. Progression in learning 10.
Other curricular links 11. Time 12. Space 13. Resources 14. Language 15. Ancillary staff 16. Risks 17. Assessment 18. Evaluation method(s) 19. Review procedure(s) 20.
References
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Broadfoot, Patricia 156 Chater, Pauline 155 Cowley, Sue 107 Czerniewska, Pam 117 Dulwich College 37, 40 Graves, Kathleen 30–1, 33 Hampshire College 37, 40–1 Hastings, Nigel 107 Howe, Alan 125 Inglis, Fred 138 Irons, Alastair 164 Jones, Sonia 152–3, 156, 161–2 Kahn, Peter 162–3 Kolb, David 58–9 Lambert, David 152, 153, 156 Lines, David 152, 153, 156 McGrath, Ian 88–9 Nunan, David 93 O’Hara, Mark 107 Ollerton, Mike 158 Pollard, Andrew 123 Stantonbury Campus 37, 39–40 Tanner, Howard 152–3, 156, 161–2 Taylor, Peter 163–4 Walsh, Lorraine 162–3 Watson, Anne 158 White, John 8 Williams, Robyn 92 Wragg, Ted 54–8, 60–1, 62–3
Index of names
ability
see differentiation
aims 8–16, 66–7 assessment 149–66
see also backward design
baseline 22–4 formative 153–4, 160–2, 164–5 summative 153–4 attitude see outlook backward design 3 baseline assessment
see assessment, baseline
classroom see space cognition 42–53, 57 and progression 137–9 context 28–41 cross-curricular links
see curricular links
cubic curriculum
see curriculum
curricular links 73–4 curriculum 54–63
see also progression
decisions
see events (mental)
declarative knowledge
see knowledge, declarative
design 92 differentiation 135–6, 139–47 display 111–13 disposition see outlook ethos 33–7 evaluation 162–4 events (mental) 49–50, 51 expectations 70–1 formative assessment
see assessment, formative
grading
see marking
homework 71–2, 101–2 judgements
see events (mental)
knowledge declarative 43–5, 50, 119, 138–9 extensive 44 intensive 44 procedural 45–7, 50–1, 119, 138–9
Index of terms
language 115–34 development 116–21 learning 58–60
see also assessment, formative and cognition lessons starts 99–100 ends 100–1 rhythm 98–9 listening 121–4
see also language, development
marking 158–60 methods
knowledge, procedural needs 17–27
see also special needs
needs assessment 24–5
see also assessment, baseline
objectives 67–9 oracy see talk orientation see outlook outlook 47–9, 51 parents see stakeholders procedural knowledge
see knowledge, procedural
progression 135–9 pupil-teacher relationship
see relationship (between
teacher and pupil) quality management
see total quality management
questions 156–8
readability 89–91 reading 126–30
see also language, development and readability
relationship (between teacher and pupils) 34–6
resources 84–94
see also questions and reading
rhythm
see lessons, rhythm
skills
see knowledge, procedural
space 32–3, 105–14 special educational needs
see special needs
special needs 144–5 speech see talk stakeholders 19–22 subjects 4–5, 55–6 summative assessment
see assessment, summative
talk 124–6
see also language,
development
teacher-pupil relationship
see relationship (between
teacher and pupil) techniques
see knowledge, procedural
theory 9–10 time 31, 95–104
total quality management 9–10 TQM
see total quality management
writing 130–2