Ofsted’s working definition: “The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understanding pupils have gained against … That’s really great to hear as that was the purpose of the post really. Even then I observed that what at that time would be called a ‘knowledge-rich curriculum’ varied wildly from subject to subject, and teacher to teacher. What do you think we’ve been doing for X years?”. The cult of high-stakes, graded one off lesson observations made this worse, with emphasis placed on the quality of what happened in each hour without reference to how this tied into any bigger picture. Planning a curriculum that makes it possible for pupils to do this means going down to very, very granular detail and knowing not just what pupils are learning but why, and how this will be built upon later. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. I get it, I do. Teachers design each curriculum with a specific educational purpose in mind. Article tools . Principle and Practice. Often incoming Heads of Department inherit schemes of work and staff used to doing things in a certain way, sometimes for good reason and sometimes just because it is what’s always been done. – streamlinedsendco.com. It means scrolling back and forth between years 7 and 8 deciding when exactly is the right point to introduce them to the concept of ‘revolution’ or ‘franchise’. With the introduction of more knowledge-heavy qualifications and National Curriculum, more schools are developing a knowledge-based curriculum approach. Gradual evolution of curriculum and schemes of work seems sensible but can very easily lead to curricular confusion and incoherence. The fetishization of the single lesson observation for the purposes of evaluating teacher effectiveness in our school system has negatively affected our teachers’ understanding of the bigger picture–both historically and in terms of student learning. A curriculum sets out what pupils ought to learn, and there is thus a fundamental connection between knowledge and curriculum. | teacherhead, Pingback: What is a knowledge-rich curriculum? More knowledge is important because it is easier to connect the dots when there are lots of them. We rarely returned to it and because any links to anything else were more accidental than intentional it wasn’t memorable. That biology curriculum I would argue was indeed knowledge-rich. I really appreciate your post here and commend you for the thoughtfulness of your effort to write curriculum. The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well.For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure that learning goals are aligned … Pupils forgot most of what I taught them and so, even if it could be argued the curriculum was knowledge rich (which it wasn’t), they ended up knowledge poor. ( Log Out /  Time spent on making castles, posters or organising a mock medieval fair is time that could have been spent more directly teaching pupils more knowledge. From my perspective as a high school administrator in New York City, this in particular resonated with me: | teacherhead, What is a knowledge-rich curriculum? We work with teachers to re-tool units of study within existing curriculum by developing a “story of the unit” based on brief reading of recent scholarship on the questions and problems that historians wrestle with on a given topic. In the earlier years of my career I was teaching my pupils knowledge but to be honest, not much of it and what I did teach was mostly forgotten. How could it not be? To make sense of what has happened in the past pupils must be able to make connections and cannot be comets. For the first time in my career I am planning a whole five year history curriculum from scratch. I had lots of data, precious little information, and virtually no knowledge. Though we take for granted in maths and English the idea of slowly building on knowledge and skills, such an approach is far less likely in the humanities. ( Log Out /  In the face of high workloads and understandable concerns about rocking the boat too much it is very tempting not to reinvent the wheel, especially when we are so well-meaningly and earnestly told we should avoid doing so.

Cochran's 1977 Sample Size Formula, Kluson Conversion Bushings, Grapeseed Oil Hair Benefits, Organic Almond Oil For Skin, Grand Arbiter Augustin Iv Edh Stax Deck, Good Samaritan Law Usa, Desserts With Grape Jelly, Matthew 5:4 Nkjv,