3. Teaching for learning

This part supports the development of practice across the three classic dimensions of teaching – curriculum, pedagogy and assessment.

Chapter 9 starts us off with a review of curricular aims and design principles, before progressing to a review of national curricula in the UK and the role of subject knowledge. ‘Planning’ (Chapter 10) puts these ideas into action and supports the development and evaluation of programmes of study, schemes of work and lesson plans.

Chapter 11 offers ways of understanding the art, craft and science of pedagogy – and the development of a pedagogic repertoire. ‘Communication’ (Chapter 12) extends this with an introduction to the vital roles of talking, listening, reading and writing across the curriculum. Perhaps the core instructional expertise of the teacher lies in the skill of dialogic teaching?

Finally, this part concludes by demonstrating how assessment can be tied into teaching and learning processes in very constructive ways (Chapter 13). In short, through principled strategies for sharing goals, pupil engagement, authentic feedback, self-assessment and responsive teaching, excellent progress in learning can be made.