9. Curriculum
Principles for Curriculum Revision
- To examine statements of aims and values presented in National Curriculum and school documentation
- To consider the influence of views of knowledge on a part of a national or school curriculum
Elements of Learning
National Curricula
- To consider the role of non-statutory elements within the curriculum
- To reflect upon the 'curriculum as experienced' in the primary phase
- To experiences children's capacity and inclination to search for understanding at young ages
Subject Knowledge
- To assess our own feelings of competence in subject knowledge
- To consider the idea of transformations when preparing to teach
- To assess the quality of materials provided for experienced and trainee teachers by subject associations
- To think through the extent and effects of moves to subject specialism in primary schools
Notes on Further Reading
Research Briefings
- Towards evidence-based practice in science education 1: using diagnostic assessment to enhance learning
- Towards evidence-based practice in science education 2: developing and evaluating evidence-informed teaching Sequences
- Towards evidence-based practice in science education 3: teaching pupils 'ideas about science'
- Towards evidence-based practice in science education 4: Users' perceptions of research
Diagrams and figures
- Figure 9.1 Education: the interaction of knowledge, development and curriculum
- Figure 9.2 A comparison of educational aims across sectors in England
- Figure 9.3 The four capacities of Scotland's Curriculum for Excellence
- Figure 9.4 The supple learning mind
- Figure 9.5 UK curricula structures for primary education (2014)
