Source: Adapted from Hansen et al. (2007: 149) Analyses of assessment opportunities and intentions offer a means of clarifying what a teacher is trying to achieve indeed experienced teachers often begin by – determining what is to be assessed, and how, before designing teaching plans and learning environments to facilitate the fair demonstration of the learning. Hansen et (2007) categorisation of assessment demonstrates effectively aspects of al.’s which might usefully be developed through the teaching of music reading, and a useful comparison can be made between this categorisation and current Early Years and Primary documentation. 2.16.1 Auditory skills (i): Auditory association Both the Early Years Foundation Stage (DCSF, 2007a) and strand 5 of the Primary Framework for the teaching of mathematics and literacy (DfES, 2006a) require children between the ages of 40 and 60 months to be taught to sounds to “Link and to letters, naming and sounding the letters of the alphabet”, a pencil and “Use (DfES, 2006a: 48). This parallels hold it effectively to form recognisable letters” Hansen et being a kinaesthetic response to an auditory al.’s ‘auditory association’, stimulus. The EYFS (DCSF, 2007a) suggests that phonic teaching should be sensory in order to motivation and reinforce capture [children’s] interests, sustain (p.53). learning”
Source: Adapted from Hansen et al. (2007: 149) Analyses of assessment opportunities and intentions offer a means of clarifying what a teacher is trying to achieve – indeed experienced teachers often begin by determining what is to be assessed, and how, before designing teaching plans and learning environments to facilitate the fair demonstration of the learning. Hansen et al.’s (2007) categorisation of assessment demonstrates effectively aspects of which might usefully be developed through the teaching of music reading, and a useful comparison can be made between this categorisation and current Early Years and Primary documentation. 2.16.1 Auditory skills (i): Auditory association Both the Early Years Foundation Stage (DCSF, 2007a) and strand 5 of the Primary Framework for the teaching of mathematics and literacy (DfES, 2006a) require children between the ages of 40 and 60 months to be taught to “Link sounds to letters, naming and sounding the letters of the alphabet”, and to “Use a pencil and hold it effectively to form recognisable letters” (DfES, 2006a: 48). This parallels Hansen et al.’s ‘auditory association’, being a kinaesthetic response to an auditory stimulus. The EYFS (DCSF, 2007a) suggests that phonic teaching should be in order to capture [children’s] interests, sustain motivation and reinforce learning” (p.53). sensory
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