#Storm in a teacup syllabus trial#
#Storm in a teacup syllabus series#

#Storm in a teacup syllabus series#

Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.Ī sample of 144 children from nursery school, first, and third grade were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Thus, this paper focuses on the history curriculum and the ways in which students aged 12–14, from different ethnic backgrounds, relate to it. Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. The findings support our argument that the co-patterning of temporal features plays a key role in children’s comprehension of audiovisual narratives and have implications for research on multimodality and education. To illustrate the framework’s value for investigating the interaction and combined effects of different temporal devices in narratives, we present an exploratory study in which 28 children aged 7–10 years watched and interpreted temporally-complex segments from two Disney animations.

Moving beyond the focus on individual temporal devices in previous research, our framework combines three systems of time features in audiovisual narratives - event time, sequencing and frequency. This study proposes a social-semiotic, multimodal framework for analysing the co-patterning of temporal relations in audiovisual narratives and its effect on children’s comprehension. This is essential reading for for school leaders and teachers of all subjects, across all phases wanting to ensure that their homework activities have a real impact on pupil’s learning.Ĭhildren’s understanding of time is essential for success in literacy, history and science education, and narrative is often adopted as a cross-curricular vehicle for promoting its development. The book includes the following: suggestions for effective preparation tasks a discussion on metacognition and how this can help pupils revise and complete schoolwork independently an overview of how we can effectively check homework the importance of feedback how schools can support pupils and parents with homework as well as the importance of having a crystal-clear homework policy. The guidance in this book is based on over 5 years research and links current evidence from cognitive psychology on retrieval practice, spacing and interleaving to the setting of homework.

#Storm in a teacup syllabus trial#

Suggesting ways in which the impact of homework can be improved, this book offers practical ideas, strategies and activities that teachers can implement, trial and adopt in their own classrooms. This book reveals the types of homework activity that are most beneficial to pupils’ attainment and makes sense of the research on homework and how it can be used most effectively.