Curriculum as Narrative

Why we should approach curriculum as a narrative  “Talk the language of narrative; let curriculum do its work across time.”  Christine Counsell  What’s the best place to start when designing a school curriculum? How should we structure lesson content? Is there a way that we can interweave the knowledge, skills and dispositions that we want… Continue reading Curriculum as Narrative

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Problematic Approaches to School Curriculum – Part 2: Curriculum as ‘product’.

After last week’s instalment discussing the problems with the syllabus model, this week I’ll look at curriculum as product. This is another popular way of viewing curriculum: to see it as a way of helping achieve certain qualities in students. Objectives are set, plans are drawn up, outcomes measured and the cycle then begins again.… Continue reading Problematic Approaches to School Curriculum – Part 2: Curriculum as ‘product’.

Problematic approaches to School Curriculum – Part 1: The ‘syllabus’ model.

Just dubbing a curriculum as ‘knowledge-led’, making knowledge organisers and teaching in a particular way won’t improve attainment. Curriculum is far more nuanced and complex than that. I want to focus in on a way of beginning curriculum development (in certain subjects) that I think will lead to pupils remembering what they learn and understanding… Continue reading Problematic approaches to School Curriculum – Part 1: The ‘syllabus’ model.

Ofsted and the Curriculum: what you need to know

There has been a paradigm shift in curriculum thinking at Ofsted. It began on the 23rd of June 2017 at the Wellington Festival of Education. In a speech entitled ‘enriching the fabric of education’, Her Majesty’s Chief Inspector Amanda Speilman delivered these words: “One of the areas I think we sometimes lose sight of is… Continue reading Ofsted and the Curriculum: what you need to know