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Originally published in 1984. Many schools are faced with the problem of what to teach the large numbers of below average pupils who are never likely to pass any GCE or CSE examination. These pupils are often troublesome, bored and eager to get out of school into the real world of work. At this time, many schools were planning a new curriculum for these pupils - taking account of limited abilities and concentrating on teaching skills and knowledge which will be useful when they have left school.
This book, based on extensive original research, considers this problem and puts forward suggestions for how the curriculum might be reformed to cater for these pupils. It discusses both what the content of the reformed curriculum might be and how the process might be implemented to involve those teachers who teach the pupils concerned.
List of contents
Preface 1. A Project to Change the Curriculum Secondary Schools 2. Changes in the Curriculum Structure of the Schools 3. Content of Preparation for Life Courses 4. Careers Education: Some Current Issues 5. Dilemmas of Health Education 6. Social Education 7. Curriculum Integration 8. The Organisation of Science Courses for Less Able Pupils 9. Pupil Records and Pupil Self Assessment 10. Pupils' Views 11. Absenteeism 12. Teachers' Views on the Project After Three Years 13. Implications of The Project. Appendix: Approach Adopted In The Evaluation Of The Project
About the author
Brian Wilcox, Jacqueline Dunn, Sue Lavercombe, Lesley Burn
Summary
Originally published in 1984. Many schools are faced with the problem of what to teach the large numbers of below average pupils who are never likely to pass any GCE or CSE examination. These pupils are often troublesome, bored and eager to get out of school into the real world of work. At this time, many schools were planning a new curriculum for these pupils - taking account of limited abilities and concentrating on teaching skills and knowledge which will be useful when they have left school.
This book, based on extensive original research, considers this problem and puts forward suggestions for how the curriculum might be reformed to cater for these pupils. It discusses both what the content of the reformed curriculum might be and how the process might be implemented to involve those teachers who teach the pupils concerned.
