I posted a blog back in October about my view that perhaps there is something more we could take from the ‘mastery’ model of learning that would apply to English. Since then I have worked with the idea and am increasingly feeling that the way in which the average primary school teaches Writing objectives could be better organised to provide a cohesive programme of learning for students.
Two key threads have run through my thinking in the past few months: ‘de-contextualisation’ and ‘transferability’.
Firstly, many primary school teachers are happy with the concept that learning objectives ought to be ‘de-contextualised’, as widely promoted by Shirley Clarke and others. Now, it happens that I don’t always and entirely agree with this. In fact, I very rarely agree with any systems that stipulate unbreakable rules for teaching. Nevertheless, there is much to value in the idea that learning objectives should focus clearly…
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