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The secondary curriculum design handbook : preparing our children for their futures /
Schools across the world are struggling to balance the statutory requirements of a national curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need. Concerns about standards often lead to a narrowing of the curriculum and many schools lack the...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
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| Formato: | Electrónico eBook |
| Idioma: | Inglés |
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London ; New York, NY :
Continuum International Pub. Group,
©2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges.
- So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem.
- And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects.
- What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence.
- Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle.