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Making curriculum links with homes and communities

Margaret Cook

Margaret is an independent educational consultant. She has worked as an Early Years and secondary English teacher, deputy headteacher in a primary school, initial and in-service teacher educator, family learning project officer and local authority adviser/inspector. She has been General Secretary and President of the United Kingdom Literacy Association and is a member of the Editorial Advisory Board of their journal, Literacy. She has written on a number of issues, including Early Years practice and policy, assessment, family learning and approaches to classroom practice which incorporate home style learning. She is Chair of Governors of an Extended Primary School actively engaged in promoting parental partnerships and community cohesion and in developing the use of real life experiences in the teaching of language and literacy.

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Contents

  1. Introduction and Rationale
    1. Introduction
    2. Rationale
  2. Core Principles about Language and Learning
  3. Key Issues
    1. Key Issues in Language and Learning
    2. Key Issues in Assessment and Evaluation
    3. Key Issues in Management
  4. Suiting Links to Purposes
  5. Links to Inform Parents and the Community
    1. Overview of Informing Links
    2. What Student Teachers might do to Inform Parents
  6. Links to Support Parents
    1. Overview of Supporting Links
    2. What Student Teachers might do to Support Parents
    3. Case Study (i): Supporting parental awareness of curriculum and methodology
    4. Developing parents’ own abilities through Family Learning courses
  7. Links to Make the Curriculum Reflective of Home and Community
    1. Overview of Reflective Links
    2. What Student Teachers might do to Make the Curriculum Reflective of Home and Community
    3. Case Study (ii): Reconstructing a community scenario
    4. Case Study (iii): Using texts from the community culture
  8. References
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