“They don’t need to know that.’ focus groups as a model for teacher-led research and curriculum consultation

Wire, Tracey ORCID: 0000-0001-6813-8872 (2022) “They don’t need to know that.’ focus groups as a model for teacher-led research and curriculum consultation. PRACTICE Contemporary Issues in Practitioner Education, 4 (1). pp. 42-55. doi:10.1080/25783858.2021.1896344

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Abstract

This paper describes a focus group approach to curriculum consultation and gathering data for the purposes of research within a primary school setting. The aim of the research was to explore teachers’ and parents’ attitudes towards Relationships and Sex Education for Key Stage 1 children and to examine how these align with the way children of this age (5–7 years old) construct, experience and perceive their sexuality and gender. At the same time, the focus groups served as a consultation process for the development of a KS1 RSE curriculum within the school. This approach allowed adults to discuss, develop and change their perspectives and consider their own attitudes and behaviours. It also ensured that children’s prior knowledge, understanding and lived experiences were the starting point of the development of the new curriculum.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Education; children; gender; sexuality; primary; relationships education
Subjects:	L Education > L Education (General)
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	15 Mar 2021 12:35
Last Modified:	06 Mar 2024 16:45
URI:	https://eprints.glos.ac.uk/id/eprint/9458

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