The study examined pupils’ and teachers’ experiences of the food and healthy eating topic within the Science curriculum, including documentary analysis of the National Curriculum, schemes of work and pupils’ exercise books, and direct consultation with pupils and teachers. Pupils were consulted using questionnaires and focus groups, teachers with interviews. Data collected illustrated that, although the National Curriculum outlined what should be taught in each key stage, demonstrating progression, errors of interpretation appeared in the schemes of work. Some concepts were introduced earlier than intended and revisited without progression at later times in the pupils’ education. Pupils felt elements of the topic were repetitive due to content being covered in other school subjects and that lessons lacked preferred teaching and learning activities. Teachers were unclear about pupils’ prior learning and although they knew what teaching and learning activities engaged the pupils they did not have the time to include them. Some teachers included concepts earlier than the National Curriculum intended to increase progression. The study recommends clearer specification and guidance of when concepts should be taught, along with less frequent revisiting, supported by assessment of pupils’ prior knowledge and the inclusion of a greater variety of teaching and learning activities.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:575621 |
| Date | January 2013 |
| Creators | Ryland, Frances Selena |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4342/ |
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