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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 9. Curriculum > Reflective Activities > To consider the role of non-statutory elements within the curriculum


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To consider the role of non-statutory elements within the curriculum

Aim

To consider the role of non-statutory elements within the curriculum.

Evidence and reflection

Reflect for a moment on the statutory and non-statutory elements of the curriculum in your school. To what extent are non-statutory elements (for example, personal, social and health education) given curriculum time? What are your feelings about the relative value of the statutory and non-statutory elements of your timetable?

Extension

Given a ‘clean slate’, what percentage of curriculum time would you allocate to the various statutory and non-statutory curriculum elements that form part of your existing timetable? Can you justify why you have set the priorities as you have done?


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