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Curriculum overload : a way forward.
For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most i...
| Clasificación: | Libro Electrónico |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Paris [France] :
OECD,
[2020]
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Curriculum overload : |b a way forward. |
| 264 | 1 | |a Paris [France] : |b OECD, |c [2020] | |
| 300 | |a 1 online resource (95 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 520 | 3 | |a For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most importantly, students. This report is one of six in a series presenting the first-ever comparative data on curriculum at the content level summarising existing literature, examining trends in curriculum change with challenges and strategies, and suggesting lessons learned from unintended consequences countries experienced with their curriculum reforms. Schools are constantly under pressure to keep up with the pace of changes in society. In parallel, societal demands for what schools should teach are also constantly changing; often driven by political agendas, ideologies, or parental pressures, to add global competency, digital literacy, data literacy, environmental literacy, media literacy, social-emotional skills, etc. This "curriculum expansion" puts pressure on policy makers and schools to add new contents to already crowded curriculum. This report aims to support reflecting on questions such as "how to avoid creating a 'mile wide - inch deep' curriculum?" and "how to shift a paradigm to curriculum centred around student well-being?" It also discusses the trade-offs tied to design choices | |
| 588 | 0 | |a Resource, viewed May 7, 2021. | |
| 505 | 0 | |a Intro -- Key Messages -- Executive Summary -- 1. What does research say? -- What is curriculum overload? -- What is curriculum expansion? How does it affect students and teachers? -- What is content overload? How does it affect students and teachers? -- What is perceived overload? How does it affect students and teachers? -- What is curriculum imbalance? How does it affect students and teachers? -- What is still unknown? -- Notes -- References -- 2. How do countries compare? -- What kinds of cross-curricular themes do countries/jurisdictions articulate to accommodate new demands? -- How do countries/jurisdictions embed such cross-curricular themes into existing subjects? -- Which cross-curricular competencies do countries/jurisdictions most commonly select? -- How do countries/jurisdictions embed cross-curricular competencies into existing curriculum? -- How do countries/jurisdictions structure and describe subject-specific goals? -- Notes -- References -- 3. What types of challenges do countries/jurisdictions face in addressing curriculum overload, and what strategies do they use to address these challenges? -- Content expansion: overview of challenges and strategies -- Content overload: Overview of challenges and strategies -- Curriculum pitch and workload: Overview of challenges and strategies -- Note -- References -- 4. What lessons have countries/jurisdictions learned from unintended consequences? -- 1. Keep the right balance between breadth of learning areas and depth of content Knowledge -- 2. Use focus, rigour and coherence jointly as key design principles when addressing curriculum overload -- 3. Be conscious of and avoid homework overload for students -- 4. Be mindful of local decisions leading to curriculum overload for schools -- 5. Stress curriculum overload as a pressing issue by redefining student success and well-being -- Notes. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Curriculum planning. | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 710 | 2 | |a Organisation for Economic Co-operation and Development, |e issuing body. | |
| 758 | |i has work: |a CURRICULUM OVERLOAD (Text) |1 https://id.oclc.org/worldcat/entity/E39PCXjBGfDvpfwTPCvwtFbfMP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version |z 9789264917026 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=6638921 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6638921 | ||
| 994 | |a 92 |b IZTAP | ||