To consider the influence of views of knowledge on a part of a national or school curriculum

Aim

To consider the influence of views of knowledge on a part of a national or school curriculum.

Evidence and reflection

This is a potentially large activity which needs to be made specific to keep it within bounds. We suggest that national or school documentation for a single subject is selected for study – history or geography may be good choices.

Consider, how is knowledge viewed? To what extent is it seen as an established body of subject content and skills to be transferred to learners, and to what extent is knowledge seen as something to be created through experiential engagement in tasks and activities? Are any viewpoints, events or values left out? What alternative views might there be on what should be included? Can you see opportunities for synergies between these approaches?

Extension

Is this view of knowledge consistent with the aims and values of the curriculum that you investigated in To plan resources to support specific learning activities?

More in this chapter

• To examine statements of aims and values presented in National Curriculum and school documentation
• To consider knowledge, concepts, skills and attitudes in schemes of work
• To consider the role of different subjects within the curriculum
• To reflect upon the 'curriculum as experienced' in the primary phase
• To experience children's capacity and inclination to search for understanding at young ages
• 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 by subject associations
• To think through the extent and effects of moves to subject specialism in primary schools