Curriculum Design CPD Pack Taking curriculum seriously A

Curriculum Design CPD Pack Taking curriculum seriously - A CPD session for curriculum/subject leads

This issue of Impact is edited by Michael Young and focuses on the curriculum: theories, principles and approaches to curriculum design as well as planning, lessons and learning. The materials that follow are related to the Impact article: 'Taking the curriculum seriously’ written by Christine Counsell, Director of Education at Inspiration Curriculum Centre UK.

Session aims ➢ Consider what ‘curriculum’ is and what is important to take into account when designing a curriculum. ➢ Explore and discuss an Impact article about curriculum ➢ Learn about substantive and disciplinary knowledge and consider how this may impact curriculum design.

What is a curriculum? In pairs or small groups, attempt to write a definition of ‘curriculum’ in 50 words or less. Then look at the sheet of definitions/quotes. Which resonate with you? Are there any you disagree with? Would you adopt one of these over your own definition, or adapt what you originally wrote as a result of reading these?

What should be taken into consideration when designing a school/subject curriculum?

What should be taken into consideration when designing a school/subject curriculum? Which are the most important to you? Could you rank them? What has led you to consider these to be important factors in curriculum design? Why is it important to take the curriculum seriously? What power does the curriculum have?

Activities Individually: Read Taking the curriculum seriously written by Christine Counsell. Highlight any sections of the article which are of particular interest or need clarification. Make a note of what you consider to be the 2 -3 key points from the article.

With a partner, or as a small group: Discuss and compare - What are your initial thoughts on the article? Does it raise any questions? Anything you particularly agree or disagree with, or don’t understand? Discuss - What are the challenges of curriculum design, as raised in the article’s initial paragraphs? Do you find these to be true to your experience? Are there other challenges you face? Write a short definition of substantive knowledge and of disciplinary knowledge. How do these relate to assessment, according to the article? Does your current curriculum give pupils the opportunity to ‘challenge, rethink and create’ and ‘know how knowledge is formed and changed’ as the article describes? Do you think this is an important role of the curriculum?

In year group/subject department teams. . . What are your thoughts on substantive and disciplinary knowledge? Is this is useful distinction? Choose a particular subject/topic - What would each type of knowledge look like in this context? Does your current curriculum/planning lean more towards consideration of substantive or disciplinary knowledge, or does it incorporate both? Are there any adaptations you may want to make to curriculum planning as a result of the discussions had so far?

Further reading Books, blogs and papers on curriculum design Waters M (2017) http: //www. educationforward. co. uk/moving-the-curriculum -forwards/ Winch C (2013)Curriculum design and epistemic ascent, Journal of Philosophy of Education, 47(1) pp. 128 -146. Case studies of primary curriculum design: http: //www. curee. co. uk/files/publication/[sitetimestamp]/innovative%20 school%20 and%20 curriculum%20 design. pdf Resources including a curriculum audit and curriculum design case studies also available at: https: //www. curriculumfoundation. org/

Books, blogs and papers on types of knowledge/ knowledge and the curriculum Rata E (2016) A pedagogy of conceptual progression and the case for academic knowledge British Educational Research Journal 42(1) pp. 168 -184. Wheelahan L (2010) Why Knowledge Matters in the Curriculum. Abingdon: Routledge Young M (2008) Bringing Knowledge Back In. London: Routledge Young M and Muller J (2016) Curriculum and the Specialisation of Knowledge. London: Routledge Willingham D (2017) The Reading Mind. San Francisco: Jossey Bass