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Caroline Whiting
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Paul Richardson
pubblicato da
SAGE Publications
What does Good progress in primary schools look like?
How do new teachers ensure they are planning for it?
How can they evidence it?
This text is a focused exploration of, and guide to, the concept of progress for trainee primary school teachers and their mentors. It examines what we mean by good progress in the context of the CCF and other frameworks and accountabilities operating in primary schools today. It outlines different understandings of progress, explores the relationship with other concepts such as knowledge, curriculum and assessment, and highlights the links between progress and social justice. Offers practical support for trainees on how to plan for, identify, promote, evidence and communicate information about progress.
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