MIRIAM HUSSAIN, ASSISTANT PRINCIPAL, WEST MIDLANDS, UK
ELIZABETH FORD, INTERIM HEADTEACHER, WORCESTERSHIRE, UK
The drive for consistent, high-quality instruction has led many schools to embrace pre-planned curricula, promising efficiency and standardisation. However, this trend carries a significant risk: the potential de-skilling of teachers, particularly those early in their careers. This is especially concerning in today’s classrooms, where the increasing prevalence of neurodiversity demands adaptive teaching and a profound understanding of diverse student contexts. Pre-packaged resources can bypass crucial cognitive considerations and impede secure learning. This approach not only hinders student progress but also stifles teacher development. While pre-planned curricula offer perceived efficiency, they can severely limit opportunities for teachers to engage in critical thinking and pedagogical decision-making. The essential process of lesson planning, from interpreting cur
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