This paper approves that The context of primary education in England and Wales in which the ideology of child-centered education is still central, it is not possible to devise any assessment task or test to be implemented by teachers, which will not be subject to very considerable contextual effects. The National Curriculum is a statement of educational entitlement to which no child should be denied. To withdraw a child’s entitlement by disapplying the National Curriculum requires strong justification. The Code of Practice on special educational needs reiterates the inclusivity of the National Curriculum: ‘Children with special educational needs require the greatest possible degree of access to a broad and balanced curriculum including the National Curriculum’.
This paper makes a conclusion that one way of utilising children’s motivation for learning and of building on this is to encourage children to develop their own interests through topic- or project-based learning. The extent to which a topic approach to developing learning is motivating for children may depend on how the topic is chosen. Ways of introducing topics range from wholly child-centred to more strongly teacher-initiated. At the child-centred end are situations in which learning develops naturally from a child’s firsthand experiences. This approach requires much careful teacher guidance of children and direct teaching when the need for this is apparent. Its great strength is that it starts with the child’s interests but difficulty arises in ensuring progression, balance and breadth in learning. ...Show more