Assessing Children's Personal And Social Development: by MARTIN BUCK, Helena Burke, Sally Inman

By MARTIN BUCK, Helena Burke, Sally Inman

Social and private improvement of students is a space of turning out to be curiosity. notwithstanding, whereas a lot has been performed when it comes to provision for improvement, there's little on hand on how academics may perhaps examine the improvement of scholars, be it non secular, ethical, social or cultural. The members additionally study how we'd accredit such improvement. With provision for improvement at the nationwide time table, this name seems to be on the repercussions and examines the tough matters raised by way of evaluate and accreditation - and the issues with which academics will necessarily be confronted.

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It is instructive to reread some of the documents. Educating Our Children was published by the Department of Education and Science (DES) to inform debate at a series of regional conferences held in February and March 1977. The subjects of debate were: • • • • The School Curriculum 5–16 The Assessment of Standards The Education and Training of Teachers School and Working Life It will be immediately apparent that these themes have continued to direct debate up to the present day. Not surprisingly there are some important principles stated.

Then, as now, it received short shrift mainly because the pay and prestige of subject teachers is based upon the allocation of time to their subject. Furthermore in secondary schools ‘developing a sound body of factual material and a good attitude towards the subject such that they might regard it as a foundation for continuing study and interest’ (unpublished geography review in Red Book project) is widely responsible for keeping going the traditional approaches and content of academic disciplines.

All the problems evident in the previous debate are to be seen in this work, with the added problem that ERA had changed the culture. We already knew that auditing subjects to identify cross curricular opportunities was difficult, and effective delivery was even more so; now teachers had their eyes firmly on the completion of the NC subject orders and schools and governing bodies were beginning to be exercised by test results and impending league tables. Given the need to raise standards and the desire to ‘get the new curriculum right’ it is not surprising that there was little enthusiasm for the five themes.

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