"Entitlement Means Prescription": Exploring the Rose Review

Autor/in	Silcock, Peter
Titel	"Entitlement Means Prescription": Exploring the Rose Review
Quelle	In: Education 3-13, 38 (2010) 4, S.345-351 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Concept Formation; Primary Education; Curriculum; Play; Educational Practices; Models; Elementary Secondary Education; Teaching Methods; Learning + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Primarbereich; Curricula; Lehrplan; Rahmenplan; Spiel; Bildungspraxis; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lernen
Abstract	The Rose Review makes a number of worthy recommendations deserving implementation, especially those advising a gradual, three-phase shift towards subject-based studies from play-based practices. But Rose's attempt to make the Primary Curriculum manageable does not and probably could not succeed. The content-led nature of a Rose-Reviewed curriculum, its implications for teaching and learning, key proposals on core skills, alongside what we can expect of future assessment policy would, very likely, sustain a heavy workload for teachers. What is argued is the need for a flexible curricular framework rather than burdensome content, allowing young pupils to progress at their own level and pace, where quality learning matters more than standard assessment and coverage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10