LEADER 05121nam 22004933 450 001 9911011315603321 005 20250905110036.0 010 $a1-04-038271-1 035 $a(MiAaPQ)EBC32077100 035 $a(Au-PeEL)EBL32077100 035 $a(CKB)38786165900041 035 $a(OCoLC)1519992920 035 $a(ODN)ODN0011928879 035 $a(NjHacI)9938786165900041 035 $a(EXLCZ)9938786165900041 100 $a20250517d2025 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aChildren's Agency in the National Curriculum $eThe Promise of Structured Freedom 205 $a1st ed. 210 1$aOxford :$cTaylor & Francis Group,$d2025. 210 4$dİ2025. 215 $a1 online resource (193 pages) 311 08$a1-03-213124-1 327 $aCover -- Endorsements -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Figures -- Tables -- Preface -- Acknowledgements -- Acronyms and abbreviations -- 1 Children and agency in the twenty-first century -- Childhood globally -- Children in the UK -- What is 'agency'? -- Primary education and the curriculum -- Introduction to the book -- 2 Curriculum, pedagogy, and assessment -- Knowledge and the curriculum -- Agency, learning, and educational outcomes -- National curricula internationally -- National contexts -- Redevelopment of the primary curriculum in Ireland -- National curriculum in Hong Kong -- National curricula in the UK -- National curriculum in England from 2014 -- 3 Agency and structure in education: A critical realist perspective -- Defining agency -- Critical realism: a framework for understanding educational reality -- Dimensions of agency in educational settings -- Sense and exercise of agency: a dual framework -- Agency as a socially situated capacity to act -- 4 The methods of the CHANT project -- Research approach and design -- Critical discourse analysis and critical realism -- Causality of texts -- Contextual causality -- Examining causality in the curriculum -- The process of critical discourse analysis -- Limitations of critical discourse analysis -- Longitudinal in-depth qualitative inquiry -- Data collection -- Analyses -- 5 The schools and participants -- South City Independent -- The teachers - 2021 to 2023 -- The case study pupils -- The curriculum -- Mental health assembly -- School Council -- Lesson design -- Extracurricular activities -- Behaviour policy -- South City State -- The teachers - 2021 to 2022 -- The teachers - 2022 to 2023 -- The case study pupils -- The curriculum -- Beyond the curriculum -- The School Council -- Lesson design -- Behaviour policy -- Reading champions. 327 $aNorthern City State -- School overview -- The teachers - 2021 to 2022 -- The teachers - 2022 to 2023 -- The case study pupils -- The curriculum -- The School Council -- Lesson design -- The reward system -- Behaviour policy -- 6 Children and their agency -- Talking about agency: our approach to introducing the term -- Children's agency and choice -- South City Independent -- South City State -- Northern City State -- Children's agency and perceived subject hierarchies -- South City Independent -- South City State -- Northern City State -- Children's agency and social dynamics -- South City Independent -- South City State -- Northern City State -- Children's agency and School Councils -- South City Independent -- Northern City State -- Conclusion -- 7 Education structures influencing children's agency -- Curriculum, knowledge, and subject areas -- South City Independent -- South City State -- Northern City State -- Assessment, accountability, and children's learning -- South City Independent -- South City State -- Northern City State -- The school and society -- South City Independent -- South City State -- Northern City State -- 8 Children's agency and primary education -- Children's choice and agency in primary schools -- The impact of assessments and the implementation gap -- The role of social dynamics in fostering agency -- Interplay between structure and agency -- Structured freedom -- Implications for policy and practice -- Implications for policy -- Implications for practice -- Conclusion -- Index. 330 $aThrough in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards. 606 $aAgent (Philosophy) 606 $aStudent participation in curriculum planning 615 0$aAgent (Philosophy) 615 0$aStudent participation in curriculum planning. 676 $a375.00942 700 $aManyukhina$b Yana$01819167 701 $aWyse$b Dominic$0759273 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911011315603321 996 $aChildren's Agency in the National Curriculum$94401205 997 $aUNINA