Medium-term planning
Long-, medium- and short -term planning are reviewed fully in Chapter 10. Authors who write to support an understanding of this process include Bennett et al., who analyse activities into five categories that remain useful in judging whether they are appropriately varied; Clegg and Billington (Reading 8.3), who show how resources should be seen to support a curriculum rather than as a means by which it is selected; and the Association for Science Education and NAAIDT, which note health and safety requirements for practical science and design & technology lessons.
- Bennett, N., Desforges, C., Cockburn, A. and Wilkinson, B. (1984) The Quality of Pupil Learning Experiences, London: Lawrence Erlbaum.
- https://www.ase.org.uk/resources/health-and-safety-resources
- NAAIDT (2017) Make it Safe, London: National Association of Advisers and Inspectors of Design and Technology.
Further, in providing an overview of the general principles of constructivist learning and teaching, Ager demonstrates how the idea of pupils' participation in their own learning need not be incompatible with planning and working in the context of a National Curriculum:
- Ager, R. (2000) The Art of Information and Communications Technology for Teachers, London: Fulton
When a pupil complains that an activity is 'pointless', is 'boring' or that they 'don't see what it's for', then the curriculum is failing to satisfy the criterion of relevance. Motivation may fall and with it may go concentration, commitment and quality. The importance of practical tasks in ensuring relevance for pupils is considered by authors such as Hunter & Scheirer, and Johnston, Chater & Bell examine how teachers can manage the whole curriculum and still educate the whole child.
- Hunter, R. and Scheirer, E.A. (1988) The Organic Classroom: Organizing for Learning 7 to 12, London: Falmer.
- Johnston, J., Chater, M. and Bell, D. (2002) Teaching the Primary Curriculum, Buckingham: Open University Press.
For pupils with special needs, specific approaches to planning may be appropriate:
- Byers, R. and Rose, R. (2004) Planning the Curriculum for Pupils with Special Needs, London: David Fulton
Work where subject boundaries are sometimes broken down has exciting potential, for pupils are very often interested by cross-curricular themes - see Siraj-Blatchford and Webb. Beyond subjects, there is increasing concern with teaching that addresses citizenship and values - see Bailey, and Holden and Clough.
- Siraj-Blatchford, J. and Siraj-Blatchford, I. (1995) Educating the Whole Child: Cross-curricular skills, Themes and Dimensions, Buckingham: Open University Press.
- Webb, R. (1996) Cross-curricular Primary Practice: Taking a Leadership Role, London: Falmer.
- DfES (2003) Excellence and Enjoyment: A Strategy for Primary Schools, Nottingham: DfES Publications
- Bailey, R. (ed) (2000) Teaching Values and Citizenship Across the Curriculum: Educating Children for the World, London: Kogan Page
- Holden, C and Clough, N. (2002) Education for Citizenship: Ideas in Action, Buckingham: Open University Press
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