The Importance Of Primary Teaching

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In this essay we will discuss effective primary teaching and how this is utilized to deliver the national curriculum. Furthermore, we will focus on how effective teaching relates to a school achieving an outstanding grade from the governing body, Ofsted. We will also explore the different policies within the education system and how these policies outline how the curriculum is taught. This essay will also analyse what is meant by effective pedagogy.
The word pedagogy has its origin in Greek language and its historical definition translates to, ‘the art of teaching’. The definition of pedagogy has become more complex and distinct over time, Stephanie Stoll Dalton (2007 p.4) defines pedagogy as, “the system of principles and methods that supports
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Vygotsky theorised that children should learn through their surroundings, in the form of social interactions with classmates. He believed that interaction with other students is an effective way of developing skills and strategies within the classroom. Vygotsky theorised that if a less competent student is put into a group with high functioning students the child will benefit from the input of the skilled students and therefore improve their learning. He called this the zone of proximal development. Vygotsky (Vygotsky, 1978, p. 86), defines zone of proximal development as, “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.” Vygotsky theorised that the role of the adult is to nurture, support and extend the learning of the pupil through physical interaction and quality conversation. Within Vygotsky’s theory there are 3 principles. The first, is that children construct their own knowledge. He believed that children working together in a group setting grow and expand their knowledge themselves. The second principle is that development cannot be separated from its social context. This is theorising that the child cannot be separated from the social aspect of learning as this will hinder teaching and …show more content…
Bruner is quoted as saying, “The main thing about teaching is that it opens up a wider range of possibility and what’s possible. You teach him about something in the past or the present but you hope your teaching will have the good effect of leading him into the world of possibility, because that’s where intelligence lies.” Bruner’s theory focuses on the constructed model of reality and the personal meaning making of the child. Within this theory the adult plays a role in representing the reality of the child. The main idea behind his theory is the concept of ‘scaffolding’. Carolyn Meggitt (2006 pg.159) states, “Adults can help develop children’s thinking by being like a piece of scaffolding on a building, at first, the building has a great deal of scaffolding (i.e. adult support of the child’s learning), but gradually, as the children extend their competence and control of the situation, the scaffolding is progressively removed until it is no longer needed.” This method of teaching relies heavily on adult intervention which, in theory, increases the chance of the child reaching their full potential. Anning and Edwards (1999 p134) states, “Scaffolding is like an interactive dance requiring that the adult assist, stand back and assist again if the child needs it. Pacing the support requires being attuned to the child’s way of

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