This is part 2 of a focus on precision in curriculum design. The first part is here. As previously discussed in the last post, the
Author: paulgmoss
I live and breathe education. I try to teach what I know about learning. This blog represents ideas I have about education at the time of writing. I expect my ideas to change.
COMPARING EXCERPT FROM THE PRELUDE WITH TO AUTUMN
This is an example of a possible approach in comparing texts as discussed here. PLANNING: Key quotes to use in the comparison: Stanza 1: ‘To
OZYMANDIAS – AN EXPOSITION INTO POWER
Shelley’s quintessential metaphor on a reprobate monarchy dominating 19thcentury Britain is foreboded before the first line is read. The title, Greek for ‘ruler of air’
What are some of the favourite books of highly experienced English teachers?
Looking to add to your reading collection? Of course, browsing the bookstore is a lovely and rewarding thing to do, but sometimes it’s great to
Excerpt from THE PRELUDE
The EDUQAS edition (Book 1: lines 150) of Excerpt from THE PRELUDE is remarkably similar in structure and intent to the AQA excerpt (Book 1,
ASSESSMENT IS CURRICULUM IS ASSESSMENT
If you are waiting for summative assessment to determine where students’ issues lie, then you’ve missed the boat. Why? Because summative assessment tests from the
LEARNING DESIGN by Paul G Moss 