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More than ever, secondary curriculum requires greater flexibility and adaptability so young people learn the relevant knowledge and key skills they need for the evolving world of training and employment. This practical guide, both radical and progressive, makes a compelling argument for a secondary curriculum that addresses the needs and aspirations of all students. A balanced approach will help reform students' attitudes and behaviours and re-ignite their curiosity and motivation for learning. Secondary Curriculum Transformed proposes an ambitious GCSE five-year journey inclusive of academic, creative and technical subjects, including T-Levels and mandatory key skills. To equip young people with this critical knowledge and key skills, the book: transforms the 11-19 curriculum so it does not disadvantage, marginalise or exclude young people; showcases excellent practice case studies from British and international contexts; provides curriculum models which schools can adapt to their own context; signposts educational research and listens to the 'student voice'; transforming them into leaders of their learning. Offering a comprehensive model for leaders and teachers to put the evidence into practice, this is essential reading for all education professionals. There are also additional templates, PowerPoints, useful links and other resources which can be downloaded from www.routledge.com/9780367900878. Offering a comprehensive model for leaders and teachers to put the evidence into practice, this is essential reading for all education professionals.
This book provides a new approach to curriculum development. It combines past with present schooling needs by drawing on Western historical traditions in the philosophy of education and contempary designs for specific student groups.
Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?
Moving beyond alignment and national boilerplate standards, this book takes the position that curriculum and instruction are inseparable concepts from the institutional point of view, and presents strategies to ensure their congruency. To achieve student success it is imperative that educational leaders have superb knowledge and skills in curriculum and instructional leadership whether they operate from the central office or the building level. Bradley contends that paper and pencil tests to measure student achievement on basic and minimum skills will certainly remain as one criterion of school evaluation. However, the public and the educational community will continue to demand the maximizing of potential for all students as an evaluation component of equal value and importance. The educational leader of today and tomorrow will need the knowledge and skills to facilitate this two-pronged approach to student achievement through curriculum design, development, implementation, and evaluation. Curriculum Leadership has, as its purpose, the preparation of leaders to facilitate this process.
Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.
Beyond Standards highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence. Morgan Polikoff applies a wide array of quantitative and qualitative data to provide a pointed critique of the US educational system. He addresses why standards have failed, whether standards-based reform can be salvaged, and what we can do to improve teaching and learning at scale across America's 13,000 school districts. Polikoff argues that no amount of tinkering can fix standards. Rather, we need to tackle the big, structural issues, such as decentralization. The author identifies curriculum reform as a high-leverage strategy for making meaningful progress at scale and emphasizes that states need to play a greater role in evaluating and recommending high-quality curriculum materials. Beyond Standards proposes a new, progressive vision that emphasizes the central role of states in challenging the antiquated, segregating structures that have thwarted educational improvement.
In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.
Originally published in 1978 and as a second edition in 1984. The greatly enlarged second edition of the bibliography contains sections on curriculum history, curriculum management, ‘official’ publications, and journals. It also added expanded sections on the sociology of the curriculum and on curriculum evaluation, assessment, and accountability, reflecting the continuing development of curriculum studies in the United Kingdom, the interest shown in the curriculum by scholars in other areas of educational enquiry, and the rapid changes in the socio-cultural context in which the curriculum is discussed, designed and transacted.