Why Not A Knowledge-Rich Curriculum? | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

We all know what we mean by a knowledge-rich curriculum but, as with all pithy phrases, we don’t. And if that isn’t a great contradiction, I don’t know what is. Knowledge-rich can mean, within certain, wide-ranging, parameters, anything you want it to mean. Lots of people can use the phrase and pretend that there is some sort of agreement as long as we don’t look too closely as to what might be meant.

‘We all teach knowledge’ is one of the phrases used to argue against ‘knowledge-rich’ approaches, and you can see how…

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Great Books Curriculum | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

With all the talk of curriculum coherence and sequencing and people furiously creating logical progression models and maps there is another way to go. In the United States in particular there is a liberal arts tradition of great books curricula. These programmes run alongside the main curriculum or, in an admittedly dwindling number of liberal arts colleges, are the main focus of studies.

The great thing about these programmes are in terms of sequencing, chronology takes care of all your potential problems. You can start with the…

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A Broad and Balanced Curriculum | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

A broad and balanced curriculum for every pupil is a necessary part of a rich education, what should it mean in practice?

The most obvious places where the aims of ‘broad and balanced’ take second place to ‘pragmatic narrowing’ are during the stress times of education provision: where and when exams are taken. Around the ages of ten to eleven and thirteen to eighteen, many pupils find their overall curriculum experience is narrowed. Firstly their timetable provision is reduced and, in many cases, their co-curricular/extra-curricular,…

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A Broad and Balanced Curriculum | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

A broad and balanced curriculum for every pupil is a necessary part of a rich education, what should it mean in practice?

The most obvious places where the aims of ‘broad and balanced’ take second place to ‘pragmatic narrowing’ are during the stress times of education provision: where and when exams are taken. Around the ages of ten to eleven and thirteen to eighteen, many pupils find their overall curriculum experience is narrowed. Firstly their timetable provision is reduced and, in many cases, their co-curricular/extra-curricular,…

Continue reading at:

http://bit.ly/2CsT2wz

How to Teach Your Curriculum | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

Pedagogy, ‘the method and practice of teaching’ (OED) was all the rage a few years ago. The all-singing-all-dancing ‘outstanding’ lesson as defined by lesson observation tick-lists was the elusive elixir that could be sprinkled throughout a school to ensure great outcomes for all. Thankfully this mirage has been exposed. The focus on performative teaching and, short-term, shallow, learning as exemplified by a mini-plenary every twenty minutes and the ‘lesson plan pro-forma’ distracted teachers and their managers from the really…

Continue reading at:

http://bit.ly/2VS3arP

How to Teach Your Curriculum | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

Pedagogy, ‘the method and practice of teaching’ (OED) was all the rage a few years ago. The all-singing-all-dancing ‘outstanding’ lesson as defined by lesson observation tick-lists was the elusive elixir that could be sprinkled throughout a school to ensure great outcomes for all. Thankfully this mirage has been exposed. The focus on performative teaching and, short-term, shallow, learning as exemplified by a mini-plenary ever twenty minute and the ‘lesson plan pro-forma’ distracted teachers and their managers from the really important…

Continue reading at:

http://bit.ly/2VS3arP

Collaborative Curriculum Design | Martin Robinson

Curriculum Shorts (Some short musings about curriculum)

One of the best things about being an independent-minded teacher is that you can sit in meetings, smile and nod away at all the latest initiatives, work out how to pay lip-service to them and, then, when the classroom door closes go about your merry business in the usual way. The potential for mavericks to do it their own way is huge. Which is why some more martinet managerial types will try a variety of means to make sure that the ‘awkward-squad’ are bought to heel. Lesson observations, scripted lessons, book checks, planning checks,…

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