INTRO: The purpose and organisation of education
Pre task mind warm up:
how many types of curriculum are at work during my aims and intro...?
AIMS:
- Explore different meanings of the term curriculum
- Analyse different curriculum contexts in the further education and skills sector
- Discussion of national priorities
- Explore the broader context of the curriculum and society
provocation No.1
Watch Mitra's TED TAlk
What does it say about power, knowledge and the curriculum
provocation no.2...
As Gardener (and David Bowie) says, there are no more heros anymore-or precious few-only fat cats and celebrities. And though that may be sadly true in public life, maybe nearer at hand we have instead what Sternberg calls 'micro heroes': parents, community leaders and teachers.
Perhaps one of the most urgent educational issues is not the endless reoganising of curricula and examinations, but the encouragement of teachers to take on more of that leadership role, mixing good work which faces out with good work that faces in to home and family (Craft 2006).
See, 'Creativity, Wisdom and Trusteeship' (Craft, Gardener and Claxton, 2008)
read the quote above and in a new space in the room not normally used for work, consider the follow questions for debate:
"what do we mean by the Curriculum?"
"what are the limits of the curriculum?"
research task#1
In pairs:
- Define what is meant by the curriculum in an educational context
- Ceate a padlet post with useful info, quotes and resources
- Use this PADLET
curriculum contexts
The curriculum exists in more than one form. Using post-its on the board give examples of the following:
•Formal (actual): the planned, taught aspects of education
•Informal: societal, extra-curricular
•'Hidden' (Jackson, 1968): a way of transmitting cultural capital (Bordieu, 1977). The unspoken knowledge learned
•Alternatives to our curriculum...
•Formal (actual): the planned, taught aspects of education
•Informal: societal, extra-curricular
•'Hidden' (Jackson, 1968): a way of transmitting cultural capital (Bordieu, 1977). The unspoken knowledge learned
•Alternatives to our curriculum...
contexts: local and national
SUPERGROUP TASK:
- In your groups discuss and flip chart your thoughts about...
- WHO SHAPES THE CURRICULUM?
- Where possible give specific exmaples of individuals, institutions and organisations
- You could consider the following questions:
- •Who is in charge?
•What is the bigger picture? Social, economic, political and cultural issues
•Who makes decisions on the ground level?
•How legitimate is your curriculum? How do we make the curriculum legitimate?
Ok so...
How does this picture help us understand the concept of the Inlusive Curriculum?
and...
Watch the following video and consider how curriculum design can promote sustainability, wellbeing and good teaching and learning...
supergroup creativity task
In your supergroups create a vision for a 21st Century Curriculum that is:
- Sustainable
- Inclusive
- IT literate
- Prepares learners for the future in an uncertain world
individual assignment research starting points
•Tyler (1971)
•Hirst (1974)
•Stenhouse (1975)
•Grundy (1988)
•Armitage (2007)
•Wolf (2011)
•Leitch and Tomlinson -14-19 Curriculum (1996, 2006)
•Sainsburys
•FE Curriculum reform
•UNESCO
•Hirst (1974)
•Stenhouse (1975)
•Grundy (1988)
•Armitage (2007)
•Wolf (2011)
•Leitch and Tomlinson -14-19 Curriculum (1996, 2006)
•Sainsburys
•FE Curriculum reform
•UNESCO