Home » School-based Curriculum Development in Britain
Product Image

School-based Curriculum Development in Britain

€117.99
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
Abraham Moss Centre
britain curriculum
british curriculum
british teaching system
case studies in British education reform
Category=JNDG
Category=JNF
Category=JNU
Children Investigating
Curriculum Development Movement
curriculum studies
educational innovation
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Eric L. Green
Gut Evaluation
humanities teaching methods
ILIS Organisation
Independent Learning
independent learning strategies
Ken Wild
Life Size Painting
Local Education Authorities
Local Education Authority Advisers
Mixed Ability Groups
Mixed Ability Organisation
Mixed Ability Teaching
national curriculum
Nuffield Combined Science
Nuffield Junior Science
Nuffield Junior Science Project
Patrick Eavis
Paul Abbs
Peter Cloke
Professional Tutor
pupil-centred pedagogy
Religious Education Specialist
Remedial Department
Ron Mitson
School Based Curriculum Development
science curriculum integration
Scottish Integrated Science
Slide Tape Sequence
Split Site School
staff professional development
Staffordshire Schools
Traditional Class Teaching
Unstreamed Schools

Product details

  • ISBN 9781138318380
  • Weight: 303g
  • Dimensions: 138 x 216mm
  • Publication Date: 19 Sep 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
Secure checkout Fast Shipping Easy returns
Description

Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening.

Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele’s School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.

About
John Eggleston