Publisher's Synopsis
Underlying any curriculum is a model of progression. That is, any attempt to generate a sequence of teaching and learning activities in a particular area must inevitably make assumptions about what is an appropriate order in which to present these activities to learners. Often, however, these models of progression are not articulated by teachers or curriculum developers, but remain hidden from view. The recent introduction of the National Curriculum in England and Wales has brought these issues sharply into focus. Each subject within the National Curriculum is based on explicit assumptions about how learning within that subject actually takes place. Yet these assumptions are frequently based on limited or non-existent research evidence. The purpose of this book, written by leading researchers in the field, is to present findings from recent and current research which bear directly on these issues. The chapters cover a range of subject areas, including progression in pre-school literacy and numeracy, progression in scientific and mathematical understanding, and progression in understanding the nature of history. The findings will be of direct relevance to educational researchers, to curriculum developers, and to practising teachers. All the research described in this book is part of a major research programme funded by the Economic and Social Research Council (ESRC) on Innovation and Change in Education: The Quality of Teaching and Learning. The book is edited by the programme coordinator, Martin Hughes.
