All too often beginners are lumped together under the misleading epithet ‘false beginners’. This book dismantles the twin myths which underlie this categorization. The first of these is the convenient belief that there are no ‘real’ beginners any more. (Convenient because it allows us to get on with ‘exciting’ activities with learners, who can be presumed already to be in control of the basics.) This book confronts us with the awkward fact that there are still substantial numbers of real beginners, with problems of a quite different order from those experienced even by ‘false’ beginners.
Assessing Young Learners (Resource Books for Teachers)
It is generally accepted that we teach young learners differently from older ones. A whole range of entertaining, motivating, creative, and above all, physically engaging activities has been developed in recent years, to keep pace with the growth in demand for materials to teach this special group of learners. However, when it comes to assessing the progress of young learners, we often find ourselves driven back on testing materials which are more appropriate for use with older learners.
Music's place in the National Curriculum in England and Wales is now firmly established. This book is a guide to help all primary teachers, and those with a co-ordinating role who support them, develop music in their classrooms. it looks at children's learning in music, in the context of current thinking on primary education and the developments of primary music since 1991.
