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curriculum frameworks K802

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Anne Hale
3 November 2011

Curriculum guidelines for early literacy: A comparison of New Zealand and England.

 OU LINK http://ehis.ebscohost.com.libezproxy.open.ac.uk/eds/detail?vid=4&hid=124&sid=bc0654ac-55f3-4ae9-be09-9e5c3328fd96@sessionmgr12&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ==#db=a9h&AN=66857601 This article compares the approach taken in the New Zealand early childhood curriculum (Te Wha-riki) with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment. The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in Te Wha-riki may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.

 

A national literacy strategy for all: how can we ensure that the literacy classroom meets the needs of every child?

 OU LINK http://ehis.ebscohost.com.libezproxy.open.ac.uk/eds/detail?vid=4&hid=5&sid=2540edd4-70c5-4fdf-adc2-5938a30fe6af@sessionmgr115&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ==#db=ir00025a&AN=iropenu.19943 This thesis sets out to investigate the issues surrounding the National Literacy Strategy within the inclusive classroom.  The issues surrounding an inclusive classroom are central to the theme and a criticism of the National Literacy Strategy in its failure to address the speaking and listening skills with the authority necessary to ensure the needs of all children can be met is put forward. A Framework for Teaching sets out how teachers are to implement the National Literacy Strategy. The Framework is in essence hierarchical in nature and criterion reference, so seems to be at odds with the notion of a child-centred curriculum

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