Understanding pupils’ perspectives on their learning has been shown to be of significant help in planning and implementing an effective literacy teaching programme.
This book offers a new viewpoint of reflective curriculum design, in contrast to current ‘top-down’ models characterised by dictates and requirements placed on teachers from above. Instead, the learner is placed at the centre of teaching as the text explores much-needed evidence about the views of learners themselves. Topics covered include:
- learners' perspectives of reading, writing and literacy teaching
- learners' perspectives on literacy teaching
- an exploration of the viewpoints of the learners
- advice on how to develop a learner-centred approach to literacy teaching.
