Analysis of the National Curriculum in England Book - Essay Example

A Critical Discussion of the Planning Of Three Lessons Based Upon a Topic By State Date of Submission A Critical Discussion of the Planning Of Three Lessons Based Upon a Topic Introduction The National Curriculum in England book provides the guidance that the teachers need to conduct lessons in schools that reflect the government’s intentions to ensure that each student obtains the right quantity and quality of education they deserve overtime (Smith 1988). These provide the teachers with a framework that provides a sense of direction in their works leading to improved working and better results. The program aims at improving the efficiency of the teachers and ensuring that they provide the best educational items for the different stages that the students attain. The need to guide more and provide more support to the learning of primary students requires that the approach prove effective and that is what the government aims at when developing the curriculum. The discussions that follow in the study provide the preparation of lessons based on this framework. The yearbook covering September 2013 aids in detailing the following critical discussion of three lessons based upon the topics sited was developed. Languages/modern foreign languages (French Language) Languages provides for the need for teachers to guide and develop the pupils skills in spoken, written, reading and vocabulary aspects in their learning. These differ in languages with the basic proving English. The focus of this subject is on foreign languages and French the specific language under consideration. The aim of this language study will be to equip the pupils with the basic understanding of French as a subject with spoken, written, reading and vocabulary abilities instilled in the pupils. Through this lesson, the pupils should prove able to a. Express themselves confidently in the French language in spoken terms at the end of the period. b. Provide grammatically sound writings in the French language. c. Prove vocabulary application at its best in their communication. Subjects The subjects will include the word reading aspects, comprehension part, and transcription, composition writing vocabulary, punctuations and grammar (Department for Education, September 2013, p.20). These subjects are distinguished based on the various stages that the students stand at and provided for its complexity as they advance towards more years in school. Key concepts The key concepts here will lead to the consideration of the simplest language or form of learning that the students will easily blend with and understand the subjects well. The concepts will include the use of the language in school during the French classes to create familiarity with the sound of the words and the vocabulary development. The teacher will also provide basic conversational reading material to guide the students towards a more engaging reading that will advance their skills faster. The other concept that the learning will provide is the interactive teaching that has students have an interactive forum that combines teaching with other curricula activities such as watching videos that include languages and their translation in writing. At a later stage, involving the poetry aspect through which the pupils will participate in plays will provide them with an opportunity to practice what they learn hence improving their spoken and understanding of French. Learning objectives The learning objective includes the following a. Provide the basic learning of the language through which pupils should prove able to express themselves in the French language with ease. b. At the end of the education period, ensure the pupils have a fine grasp of the vocabulary needed to effectively communicate in French and drive the right meaning into the discussions and the hence effective communication. c. The pupils should prove the ability to write compositions in the language with a good blend of grammar and story line to display their learning of the writing and vocabulary skills trained to them. Content/activities The activities will include class interactive; inter school interactive activities that will include musical presentations in French, plays and application of poetry in practice to better the confidence in the pupils. Other activities will include active reading in class for the students to build their reading French items. Brief description The success of conducting a foreign language education program requires much emphasis if the students are to obtain the knowledge being instilled in them. The need to focus on all aspects of the language proves vital. These aspects will provide a collaborative effect in ensuring the language is learned within the shortest time possible. The written, vocabulary, reading lessons work together in building the language ability in the pupils. Blending these with activities beyond class activities provide the students with the necessary support to successfully learn the language. Resources Assessment methods The resource assessment method will include the provision of tests in all subjects on a regular basis to see the learning of the pupils. Daily homework will also provide support to assessing the understanding and general progress of the teaching program. Geography (French Geography) Geography lessons provide the pupils with an understanding of the land coverage, cultures, and traditions of the French. It details the understanding of the geographical aspects of France including its location its position in the world and the advantages that its location and terrain provide to its development. At this stage of learning, the pupils will learn the basic things concerning the geography of France. Through which they will prove able to define the location of France on the global scale, its people, the nature of their climate among other things. Understanding the past that the country holds, the human composition and various field skills will aid the students in building confidence in their knowledge in the country. Subjects The subjects will include location knowledge, place knowledge, the human and physical aspects of the country, geographical skills and various fieldwork experiences that will improve the learning abilities. It improves the understanding of their surrounding and values that govern them (Driscoll, Lambirth & Roden, 2011, p.100). Key concepts The key concepts here lead to the various acts of the people that can possibly work best for their terrain and land to create an economic impact, the understanding of the application of various field instruments to provide guidance to the pupils, to equip the pupils with knowledge on the country and its people and on its location. Learning objectives a. After the learning program is fully effected, the students should prove able to: b. Locate France on the global platform with ease. c. Easily describe the language that the people use, their major economic activities and engagements that favor their growth. d. Identify and put to use various field instruments to obtain the necessary aid they provide in location, distance coverage. Content/activities The activities will include majorly classroom work and a few tours around to help pupils distinguish various terrains and physical make up of a country. Atlas lessons will provide support to these and lead to an easy pictorial learning of the geography of France. Brief description The study of geography aims at familiarizing the pupils with knowledge on the France and improving their ability to relate more is position on the globe and effect it has on their performance of the country on a wider scale. The study of geography prepares the pupils for a wider geographical study in the future of their study, which provides them with the necessary skills they need for successful study understanding the contents of their education, programs easily. Resources Assessment methods The resource assessment method will include continuous tests in all subjects on a regular basis to check the level of learning attained and understanding of the subjects. Home works and a series of tours will provide the pupils with the ability to learn the application of the various geographical tools in their learning and in the field. Art Picasso (French Artists) According to history, some of the greatest artists that the world has ever had originated from the French. Their artistic passion and abilities have seen them develop art products that the world holds in mind. The art subject is aimed at bring out the creativity in the pupils that will allow them to express their minds in drawings and other artistic factors (Jones & Wyse, 2013, p.149). For successful development of the skills, a study of artistic legends such as Picasso will provide them with the necessary push towards self-improvement. Subjects The subjects in art will be divided into 2 stages the first stage that involves the tools of creativity that the students need to succeed in their study. These bring in the concept of timelines in which content may vary to pupils and their ability to understand (Hughes, Cox & Godard, 2013, p.11). Through these, they will learn to portray their feelings and thoughts through art. The second stage will involve teaching the pupils on developing their techniques. Key concepts Provision of the necessary support and time to allow room for the pupils to practice more in their art skills will work towards improving them and leading them to understand art more. The pupils will also understand the different tools available and work with them to develop their artistic skills. The display of other artists works will provide the impetus to input desire to bring out their best that will lead to better skill development and effort that will aid in this and other stages of their learning. Learning objectives a. At the end of the study period, the pupils should prove able to understand the subject of art and express their thoughts and feelings through art. b. The pupils will provide their creativity in artistic form and works. Content/activities Visiting different art museums to display other artist works for motivation. Allowing access to the art room for guided view of different art products plays a role in motivating the pupils. Brief description Art is a field that deals more with expression of one’s inner creativity skills that requires timely nurturing during tender stages in education. The need to develop these skills and employ them gradually proves of essence to the pupils. Resources Assessment methods Art is a practical subject, continued practice makes the pupils more able to perform better in it and hence the constant need of provision of room and work to deal with to help improve them. Regular artwork will work towards improving the pupils. Critical discussion/justification of the planning of the three lessons The planning of the three lessons provides the easy approach towards delivering the content to the pupils (March, 1997, p.282). The need to have a plan provides a path of teaching that the teacher will follow to ensure that the pupils are equipped with the necessary skills and those that fit their level. The pupils based on their tender age and level in school require to have more pictorial teachings and readings that have more color and attraction and hence the need to have them effected. The use of subject too or themes has faced debate and still undergoes it (Cremin & Arthur 2014, p.156). Its believed to possess a major impact on understanding. The key concepts in this include the successful provision of the requisite guidance that the pupils need to successfully pass through their first levels in school. The concepts include simplistic education means to aid instill the reading, understanding and interest in the pupils that will drive them throughout their span in school. Creation of an academic background that will provide the necessary creativity that the pupils will need at higher levels of education and aiding in identifying their interests to build better professional players in the field. The combination of native learning with other curricula activities provides the students with the necessary interest that drives them towards more thirst for knowledge. The use of class and non-class activities to educate the pupils provides a classical approach to education that allows for the improvement and full engagement backed with enjoyment that leads the pupils to better-expedited development in the education field. The allocation of different staff to these approaches will aid improve the effects and reduce dependence on one teacher that may tire their efforts. Dividing the classes into groups especially during these curricular activities provides them with better room for studying and understanding the subjects involved (Marsh, 2009, p.185). Groups provide more support to the pupils hence the motivation they need for successful achievement in education. The need to use pictorial approaches to educating the pupils provides approaches that are more successful and hence teaching yields (Rosemary, 2006, p.90). These provide the enjoyment in education that the students require (Fox & Surtees, 2010, p.7). The colors and drawings attract more attention from these pupils at this stage and their application in educating them will provide a positive impact. In conclusion, the pupils depend much on the knowledge of the teacher at this stage and siphon knowledge from them efficiently if provided in bits. The need to ensure that the pupils are not supplied in excess of their holding capacity provides a successful method of educating them. Reference List Cremin, T & Arthur J 2014, Learning to Teach in the Primary School. Routledge. Driscoll, P Lambirth, A & Roden, J 2011, The Primary Curriculum: A Creative Approach. SAGE. Fox S & Surtees L 2010, Mathematics Across the Curriculum: Problem Solving Reasoning and Numeracy in Primary Schools. A&C Black. Hughes, P Cox K & Godard G 2013, Primary History Curriculum Guide. Routledge. Jones R & Wyse D 2013, Creativity in the Primary Curriculum. Routldge. March, C J 1997, Key Concepts of Understanding Curriculum: Planning, Management and Ideology. Psychology Press. Marsh, J C 2009, Key Concepts for Understanding Curriculum. Taylor & Francis. Rosemary, W 2006, Changing Teaching and Learning in Primary Schools. McGraw-Education UK. Smith D 1988, Industry in the Primary School Curriculum: Principles and Practices. Taylor & Francis. Department for Education, September 2013 The National Curriculum in England Key Stages 1 and 2 Framework Document, Viewed on March 14, 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335133/PRIMARY_national_curriculum_220714.pdf Appendix I: Web as the one applied below will detail the topics that the teacher will use to educate the students. Read More