This post is another that has been in draft for several months, and probably isn't quite finished, but let's get it up and out there in case anyone finds it useful...
There's been a lot of talk about the curriculum over the last few months, within the various social media circles I inhabit, and also within OFSTED, who seem to have a renewed focus on this in their new inspection frameworks, particularly the idea of curriculum intent.
Anyone's particular take on the curriculum is, for me, a combination of factors, which include their own particular context. In fact context is very important when planning a curriculum for your own school.
It's also important not to be put off by, or over-influenced by external points of view. Social media acts a lens which can amplify a particular issue within your own sphere, and it's important to take from that what you want, but not to feel that you have to do something because someone else is doing it.
I use the mute function on Twitter to filter out particular areas that can tend to dominate from time to time, and also unfollow accounts regularly which are counter to my general mood.
See my recent post on the special Curriculum issue of Chartered College of Teachers' journal: 'Impact'.
There is also the idea of curriculum making.
Eleanor Rawling, who I have had met several times over the years, and worked with on GA Working Groups has a lot to say on curriculum (download this GA ThinkPiece as a PDF)
And also this quote, which has featured in many of my presentations over the years:
"Curriculum development is a mixture of rational organisation and serendipity".
Another person to follow in such debates is Christine Counsell, who talks a great deal of sense on curriculum matters and in particular the link between this and knowledge. The work of Michael Young has been influential in this area too.
For me, the GeoCapabilities project is one of the best places to go for an introduction to Curriculum making. and the role of curriculum artefacts.
The 3rd Phase of the GeoCapabilities project is underway, with some of the original partners and a few new ones.
If you are reading this shortly after it was originally posted, you may be able to access an article in the UCL's London Review of Education which is currently open access (there are other relevant articles you can find as well)
The editorial for a special issue on teachers as researchers was written by Professor David Lambert.
Click the link to download as a PDF
Another relevant thought on this comes from Sean Harford, who is part of the team trying to change the perception and approach of OFSTED. This idea that the curriculum is the progression model is one that has gained traction.
And some slides as well You're welcome
There's been a lot of talk about the curriculum over the last few months, within the various social media circles I inhabit, and also within OFSTED, who seem to have a renewed focus on this in their new inspection frameworks, particularly the idea of curriculum intent.
Anyone's particular take on the curriculum is, for me, a combination of factors, which include their own particular context. In fact context is very important when planning a curriculum for your own school.
It's also important not to be put off by, or over-influenced by external points of view. Social media acts a lens which can amplify a particular issue within your own sphere, and it's important to take from that what you want, but not to feel that you have to do something because someone else is doing it.
I use the mute function on Twitter to filter out particular areas that can tend to dominate from time to time, and also unfollow accounts regularly which are counter to my general mood.
See my recent post on the special Curriculum issue of Chartered College of Teachers' journal: 'Impact'.
There is also the idea of curriculum making.
Eleanor Rawling, who I have had met several times over the years, and worked with on GA Working Groups has a lot to say on curriculum (download this GA ThinkPiece as a PDF)
And also this quote, which has featured in many of my presentations over the years:
"Curriculum development is a mixture of rational organisation and serendipity".
Another person to follow in such debates is Christine Counsell, who talks a great deal of sense on curriculum matters and in particular the link between this and knowledge. The work of Michael Young has been influential in this area too.
For me, the GeoCapabilities project is one of the best places to go for an introduction to Curriculum making. and the role of curriculum artefacts.
The 3rd Phase of the GeoCapabilities project is underway, with some of the original partners and a few new ones.
If you are reading this shortly after it was originally posted, you may be able to access an article in the UCL's London Review of Education which is currently open access (there are other relevant articles you can find as well)
The editorial for a special issue on teachers as researchers was written by Professor David Lambert.
Click the link to download as a PDF
Another relevant thought on this comes from Sean Harford, who is part of the team trying to change the perception and approach of OFSTED. This idea that the curriculum is the progression model is one that has gained traction.
And to finish, here's Heather Fearn from OFSTED on CurriculumIf pupils attain within a well sequenced, well constructed curriculum, they are making progress.— Sean Harford (@HarfordSean) November 23, 2018
And some slides as well You're welcome
Curriculum Workshop from Ofsted
Oh, and here's another recent blogpost which I read.
And a quote on knowledge in the curriculum...
Oh, and here's another recent blogpost which I read.
And a quote on knowledge in the curriculum...
The curriculum is never simply a neutral assemblage of knowledge, somehow appearing in the texts and classrooms of a nation. It is always part of a selective tradition, someone's selection, some group's vision of legitimate knowledge. It is produced out of the cultura|, political, and economic conflicts, tensions, and compromises that organise and disorganise a people.
(Apple, 1993)
And I think I'd better press publish and get it out there...
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