Curriculum Studies Introductions Getting acquainted Setting the scene

Curriculum Studies Introductions Getting acquainted Setting the scene The Unit Outline Getting to know the course Setting expectations Focus

Introductions • Introducing ourselves – Dr Wayne Mc. Gowan – Hello Bingo – And a conversation • What we know and what we want to find out about curriculum? • Introducing the Unit – Outcomes – Structure – Assessment

Unit Outcomes An understanding of the: • context for and importance of curriculum studies in the educational process • different perspectives of curriculum and how these views influence curriculum development • historical, social and political context that underpins alternative perspectives of curriculum development • central concepts and terms within the field of curriculum studies

Unit Structure • Curriculum Studies • Curriculum Development – Product – Process • Curriculum orientations – – The academic rationalist curriculum The cognitive processes curriculum The self-actualisation curriculum The social reconstructionist curriculum • Curriculum trends – Assignment presentations

Unit Assessment Write a 5000 word essay a. describing, analysing and evaluating curriculum materials of your choice b. discussing a curriculum in action in a school or other educational setting c. on a curriculum topic to be negotiated Assessment Criteria • • Extensive understanding of key knowledge and concepts A high level of discrimination in choosing relevant work A clearly articulated theme or position A degree of creative flair and insight A clear and logical essay structure Clear and appropriate language A consistent use of a standard referencing procedure

The Essay • General framework • ‘Introduction’ and a ‘Conclusion’. • Standard approach to referencing – within your text – at the end of your paper – consistency – Assessment criteria – Concepts and theories from this unit – Scheme for writing your paper • Describe • Analyse • Evaluate

Writing your essay questions • Describe • Analyse • Evaluate • Tuesday’s schedule: • Prepare a 10 minute presentation – – – Option 1 , 2 or 3 My Topic Why I am interested in this topic? My general question My 3 guiding questions • My descriptive question • My analytical question • My evaluation question Time Presenter 11: 00 11: 10 11: 20 11: 30 11: 40 11: 50 12: 00 1: 10 1: 20 1: 30 Lunch Break

Journals on Curriculum • Subject specific journals – The Journal of Mathematics Education • General interest journals – – – The Journal of Curriculum Studies Curriculum Enquiry Curriculum Perspectives Curriculum The Curriculum Journal Curriculum Studies • Journals across the areas of education – – – – – History of Education Quarterly Comparative Education Review Compare Prospects The International Review of Education The International Journal of Educational Development and many others.

Curriculum Studies • Working together • Defining Curriculum • Curriculum Concepts Focus

Working together: A positive strategy • Groups work well together when we: – know each other • discuss the things you can do to ensure you get to know others in your group and they get to know you – all participate • talk about the things you can do so you participate as well as encourage the participation of others – are positive • discuss what you can do that will contribute to a positive group dynamic.

Defining Curriculum • A Case Study

Curriculum is. . . • Write your response. . . • Share responses by discussing with what you have written with a partner • Share your responses by discussing them with others • Explore the similarities/differences that exist between statements?

In our group Curriculum is… – … – … – …

Oliva (2009) – Curriculum is: • That which is taught in schools • A set of subjects • Content • A program of studies • A set of materials • A sequence of courses • A set of performance objectives • A course of study • Everything that goes on in the school, including extra-class activities, guidance and interpersonal relations • That which is taught both inside and outside of school directed by the school • Everything that is planned by school personnel • A series of experiences undergone by learners in school • That which an individual learner experiences as a result of schooling

Grundy (1998) • A syllabus view of curriculum Product • A pedagogical view of curriculum Process

A pedagogical view of curriculum Process = actions and interactions

Our view of curriculum

Curriculum Concepts Pollard & Triggs (1997) The syllabus view of curriculum • The official curriculum • The observed curriculum • The curriculum-as-experienced • The hidden curriculum The pedagogical view of curriculum

The Official Curriculum • “A planned course of study” • Explicitly stated programme of learning • States intended curriculum content • Structures sequence and progression, framing content and course activities The Observed Curriculum • What can be seen as taking place • May be different from intended official curriculum

Curriculum-as-Experienced • The parts of the curriculum (official and hidden) that actually connect meaningfully with students • Arguably only this aspect which has educational impact – rest is often forgotten! Hidden Curriculum • All that is learnt that is not a designated as part of official curriculum • What is “picked up” e. g. role of teacher/learner, status, attitudes to learning • Implicit, embedded in taken-for-granted procedures and materials • May be unrecognised and often unexamined • Can have profound effect on students’ self image and attitudes to education/other social groups

Curriculum and its Discontents • Pre-reading • Some keywords: – Moribund, terminal, wakes, fragmented, arrested. . . • The discontents: – Who are they and what are they discontented about? • Tomorrow’s image and presentation.

Curriculum Studies – how is it organised as an academic field of study? F o cu s

The Scope of Curriculum Studies Congruence Orientations What purpose does it serve? Development How is it designed? Evaluation Intended Curricula What is to be taught? What standards are to be achieved? Operations Outcomes What teaching methods are used? What skills/concepts are being taught? What have students been taught? What has resulted from individuals curricula experiences?

Curriculum: A Field of Study • As a field of study in education - about 100 years Education as a Traditional Practice Education as a Managed Practice Rich in history Rich in contemporary knowledge

• Rich in history – Educational Philosophy • Locating teaching in a great tradition – Progressive education movement • Rich in contemporary knowledge – Educational psychology • Locating teaching in a realm of science – Child development

Why study curriculum? • Its direct application to teaching – What happens to intended curricula as they are worked on in schools and classrooms? • The importance of teachers/educationalists engaging in debate about the curriculum • Without an understanding of the issues teachers remain at the mercy of: – Events – Unnoticed assumptions – The prejudices of unexamined tradition and practice

Restricted Professionality Extended Professionality • Skills driven by experience • Skills derived from a mediation between experience and theory • Classroom events perceived in isolation • Classroom events perceived in relation to school policies and goals • Introspective in regard to methods • Methods compared with those of colleagues and with reports of practice • Value placed on autonomy • Value placed on professional collaboration • Low involvement in non-teaching professional activities • High involvement in non-teaching professional activities (especially subject associations and research) • Infrequent reading of professional literature • Regular reading of professional literature • Involvement in in-service work confined to practical courses • Involvement in in-service work that includes courses of a theoretical nature

A syllabus view of curriculum • What’s in a name: – Curriculum guide, course of study, syllabus. . . • Names may signal a different purpose or they may be synonymous • A curriculum guide ‘here’ – a course of study ‘there’ • It is difficult to predict what will be discovered in any particular curriculum product until it is examined

Analysing Curriculum Materials • Even a brochure • Man: Course of Study • In groups analyse the brochure that promotes “Man: A Course of Study” using a mind map and 4 of De. Bono’s 6 thinking hats. – – Yellow (positive, optimistic, the good feature/elements) Black (negative, pessimistic, the bad features/elements) Red (intuitive, feelings, gut reaction, emotional response) Green (new ideas, improvements, making it better) • Display and present your mind map to the class

Curriculum and its Discontents • Pre-reading • Some keywords: – Moribund, terminal, wakes, fragmented, arrested. . . • The discontents: – Who are they and what are they discontented about? • Tomorrow’s image and presentation.