National curriculum healthy eating
Ryland, Frances Selena (2013)
Ph.D. thesis, University of Birmingham.
The analysis examined pupils’ and educators’ experiences of this food and healthy eating topic within the Science curriculum, including documentary analysis for the National Curriculum, schemes of work and pupils’ exercise publications, and direct assessment with students and educators. Pupils had been consulted making use of questionnaires while focusing teams, instructors with interviews.
Data amassed illustrated that, even though nationwide Curriculum outlined exactly what should really be taught in each key stage, demonstrating development, errors of explanation starred in the schemes of work. Some concepts had been introduced sooner than intended and revisited without development at later times within the pupils’ knowledge. Students thought components of the subject were repeated because content being covered in other school topics and therefore lessons lacked chosen teaching and discovering tasks. Teachers had been not clear about students’ prior discovering and though they understood what training and learning tasks engaged the pupils they did not have the time to include all of them. Some instructors included ideas prior to when the National Curriculum designed to boost progression.
The study recommends clearer specification and assistance of whenever concepts should always be taught, along side less frequent revisiting, sustained by assessment of students’ prior understanding and the addition of a greater number of teaching and understanding tasks.
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