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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 10. Planning > Further Reading > Long-term planning


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Long-term planning

Excellent overviews of curriculum planning issues, including the significance of breadth and balance, are provided in (Reading 9.1):

  • Male, B. and Waters, M. (2012) The Secondary Curriculum Design Handbook, London: Continuum. 

The importance of subject domains is addressed in Chapter 9, section 4, and in Young (2008, Reading 9.3).  For a selection of subject guidance, which makes the point, see:

  • Coles, A. T. (2013) Being Alongside: For the Teaching and Learning of Mathematics, Rotterdam: Sense Publishers.

  • Burnard, P. A. (2012) Musical Creativities in Practice, Oxford: Oxford University Press.

  • Taber, K. S. (2009) Progressing Science Education, New York: Springer.

  • Leighton, R. (2011) Teaching Citizenship Education: A Radical Approach, London: Continuum.

  • Baumfield, V., Barnes, P., Bourque, N., Davis, R., Gallagher, T., Lowden, K., Lundie, D., Wenell, K. and Conroy, J. (2013) Does Religious Education Work? A Multi-Dimensional Investigation, London: Continuum.

  • Andrews, R. (2011) Re-Framing Literacy: Teaching and Learning in English and the Language Arts, Abingdon: Routledge.

  • Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy, Farnham: Ashgate Publishing.

  • Husbands, C., Kitson, A. and Steward, S. (2011) Teaching and Learning History 11-18: Understanding the Past, Maidenhead: Open University Press

  • Lambert, D. and  Morgan, J. (2010) Teaching Geography 11-18: A Conceptual Approach, Maidenhead: Open University Press

  • Taylor, S. and Littleton, K. S. (2012) Contemporary Identities of Creativity and Creative Work, Farnham: Ashgate Publishing.

  • Gearon, L. F. (2013) On Holy Ground: The Theory and Practice of Religious Education, Abingdon: Routledge.

  • Jerome, L. (2012) England's Citizenship Education Experiment: State, School and Student Perspectives, London: Bloomsbury Academic

  • Watson, A., Jones, D. K. and Pratt, D. (2013) Key Ideas in Teaching Mathematics: Research-Based Guidance for Ages 9-19, Oxford: Oxford University Press.

  • Winston, J. A. (2010) Beauty and Education, Abingdon: Routledge.

Establishing curricular connections and relevance for the lives of pupils is a constant challenge for teachers.  To help in meeting this need there have been calls for more use of local resources within the curriculum and attempts to personalize provision in a range of ways.

  • Thomas, L. (2010) The RSA Area Based Curriculum: Engaging the Local, London, RSA. (Reading 10.3)
  • Gilbert, C. (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group,  London: DfES. (Reading 10.6)

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