Glevey, Kwame;
(2008)
Thinking Skills in England's National Curriculum.
Improving Schools
, 11
pp. 115-125.
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Abstract
This paper sets out to explore some of the issues raised by the introduction of a number of particular skills in the English National Curriculum known collectively as thinking skills. These skills are now embedded in the National Curriculum and teachers are required to address them as part of their daily duties. This paper argues that presenting such a limited selection of skills as the foundation for effective thinking may lead to an inadequate approach to enhancing pupils’ thinking. Although creative thinking is emphasised in addition to the considerable focus on reasoning in the list of thinking skills presented in the National Curriculum, silence prevails on other types of thinking of equal significance such as, contemplation and sign-cognition (a form of pre-verbal and pre-imaginal form of cognition). The paper attempts to highlight the need for the awareness of the complex nature of thinking and concludes by highlighting the opportunities that the introduction thinking skills offer teachers.
| Type: | Article |
|---|---|
| Title: | Thinking Skills in England's National Curriculum |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | Skills development, Leading thinkers, lesson cycle, dispositions |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10001323 |
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