Teaching The Primary Foundation Subjects (UK Higher by Webster, Misra

By Webster, Misra

This convenient textbook bargains a one-stop compendium on instructing the wide diversity of fundamental starting place topics.

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Sample text

Discrete teaching of computing could be seen as the accumulation of specific skills related to different types of software and different purposes, resulting in the children’s ability to put their new-found skills and understanding into practice in order to produce a designated outcome or achieve a specific goal. This model closely resembles that of the original QCA schemes of work. However, another approach to the delivery of computing stems from a more amalgamated model, whereby children learn new skills and techniques as and when they require them in order to progress in their learning in other subjects.

1 can be used when planning an art activity, and can also be adapted to the delivery of a unit of work. It allows children the space and time to explore and plan before making or creating a piece of art and also gives opportunities for reflection and evaluation afterwards. At the beginning of a unit of work the aim is to provide children with opportunities to explore and investigate. This is essential and should always precede making. It can sometimes be a challenge as many children do not want to explore, preferring instead to dive straight in and create their masterpiece.

Capacity and range also refers to ‘the modes by which information is communicated’ (2012: 9); this includes desktops, PCs, tablets, phones and other devices, some of which may well be described as ‘new technologies’. Allen et al. (2012) warn that, with this increasing ‘multi-modality’, children need to be developed in the skills required to deal with such vast amounts of information, including the ability to critically evaluate the provenance of such information, a necessary skill for today’s multimedia society.

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