Political pressures to improve schooling outcomes have typically narrowed the curriculum to that which can be measured. We explore the counter‐narrative of efforts to enrich curriculum with learning, which is difficult to measure but nevertheless valued, through a study of British Council programmes offered in Scottish schools to support curricular internationalisation. These programmes exemplify a growing number of programmes provided by external organisations to enrich official school curriculum. However, the contemporary focus on performative targets means that such hosted programmes need to argue their relevance in terms of measurable curricular outcomes. We draw on an empirical project involving semi‐structured interviews with school leaders and focus groups with teachers in Scottish schools. The research is conceptualised through Bernstein’s theory of the classification and framing of knowledge, and distinction between visible and invisible pedagogies. Analysis of two schools’ enactment of such curricular enrichment explores how programmes ostensibly cultivating international education and global citizenship are ultimately assessed and defended through their contribution to other curricular outcomes. This counter‐narrative of curricular enrichment in performative times asks whether such efforts to measure the ineffable defeat the object of the exercise, to highlight how overly simplistic measures of curricular learning can distort what matters.
{"title":"A counter‐narrative of curriculum enrichment in performative times","authors":"K. Livingston, C. Doherty","doi":"10.1002/curj.32","DOIUrl":"https://doi.org/10.1002/curj.32","url":null,"abstract":"Political pressures to improve schooling outcomes have typically narrowed the curriculum to that which can be measured. We explore the counter‐narrative of efforts to enrich curriculum with learning, which is difficult to measure but nevertheless valued, through a study of British Council programmes offered in Scottish schools to support curricular internationalisation. These programmes exemplify a growing number of programmes provided by external organisations to enrich official school curriculum. However, the contemporary focus on performative targets means that such hosted programmes need to argue their relevance in terms of measurable curricular outcomes. We draw on an empirical project involving semi‐structured interviews with school leaders and focus groups with teachers in Scottish schools. The research is conceptualised through Bernstein’s theory of the classification and framing of knowledge, and distinction between visible and invisible pedagogies. Analysis of two schools’ enactment of such curricular enrichment explores how programmes ostensibly cultivating international education and global citizenship are ultimately assessed and defended through their contribution to other curricular outcomes. This counter‐narrative of curricular enrichment in performative times asks whether such efforts to measure the ineffable defeat the object of the exercise, to highlight how overly simplistic measures of curricular learning can distort what matters.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘Core Maths chooses you; you don't choose Core Maths’. The positioning of a new mathematics course within the post‐16 curriculum in England","authors":"R. Mathieson, M. Homer, I. Tasara, Indira Banner","doi":"10.1002/curj.30","DOIUrl":"https://doi.org/10.1002/curj.30","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.30","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas, and reflections from professional activity within the newly defined Humanities ‘Area of Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment.
{"title":"Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales","authors":"Sioned V. Hughes, Kara Makara, David Stacey","doi":"10.1002/curj.28","DOIUrl":"https://doi.org/10.1002/curj.28","url":null,"abstract":"The paper explores tensions in the articulation of progression in learning across \u0000the Humanities disciplines. Informed by our review of research in the Humanities \u0000disciplines, international curricula on progression in these areas, and reflections \u0000from professional activity within the newly defined Humanities ‘Area of \u0000Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper \u0000describes how learning progression in Humanities has been conceptualised within \u0000the new curriculum and then delineates and critically reviews four challenges that \u0000emerged when identifying and describing progression in learning in the new \u0000Humanities curriculum. Tensions include the relationship between disciplines; \u0000the balance between knowledge, skills and values; the differences between \u0000underlying models of progression in Humanities; and balancing the complexity of \u0000learning with practical considerations for a national curriculum. Underpinned by \u0000the Integrity Model of Change, this paper makes a contribution, through \u0000providing new insights on broad aspects of learning progression in Humanities \u0000and highlighting potential benefits and challenges of taking particular decisions \u0000within each of these four tensions. Implications for curriculum planning and \u0000future research are offered, including the fundamental role of professional \u0000learning in curriculum development and enactment.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.28","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report (Donaldson, 2015) recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off-the-peg’ or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges by using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.
{"title":"Tensions in current curriculum reform and the development of teachers’ professional autonomy","authors":"Sioned V. Hughes, H. Lewis","doi":"10.1002/curj.25","DOIUrl":"https://doi.org/10.1002/curj.25","url":null,"abstract":"Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report (Donaldson, 2015) recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off-the-peg’ or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges by using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.25","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51272994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to socio‐political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school‐based curriculum‐making efforts for CE. It reports on a four‐year study in four schools for secondary education. In each school, teachers designed (parts of) their CE curriculum with guidance during weekly coaching sessions. The central question is, what are the professional experiences and results of teachers who are involved in guided school‐based CE curriculum‐making? The qualitative data set comprised of interview and focus group data as well as artefacts such as CE‐activities designed by teachers. Findings show teachers' preference for broad and integrated approaches to CE, and that teachers needed guidance not only to improve their CE‐knowledge and design abilities, but also to increase their socio‐political skills for school‐wide implementation. These results are discussed in view of the current tendency in the Netherlands to define CE in a more centralised and content‐specific manner and in doing so limiting the space for teachers as curriculum‐makers.
{"title":"Teachers as curriculum‐makers: the case of citizenship education in Dutch schools","authors":"Y. Leeman, N. Nieveen, F. D. Beer, J. Steen","doi":"10.1002/curj.21","DOIUrl":"https://doi.org/10.1002/curj.21","url":null,"abstract":"Due to socio‐political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school‐based curriculum‐making efforts for CE. It reports on a four‐year study in four schools for secondary education. In each school, teachers designed (parts of) their CE curriculum with guidance during weekly coaching sessions. The central question is, what are the professional experiences and results of teachers who are involved in guided school‐based CE curriculum‐making? The qualitative data set comprised of interview and focus group data as well as artefacts such as CE‐activities designed by teachers. Findings show teachers' preference for broad and integrated approaches to CE, and that teachers needed guidance not only to improve their CE‐knowledge and design abilities, but also to increase their socio‐political skills for school‐wide implementation. These results are discussed in view of the current tendency in the Netherlands to define CE in a more centralised and content‐specific manner and in doing so limiting the space for teachers as curriculum‐makers.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47468469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this project was to create a unique educational experience in order to understand the extent to which excursions can be used to complement and extend classroom-based curricula. The project facilitated a genuine school-museum-university partnership to plan and implement curriculum that supports learning before, during and after museum experiences. A key focus was on developing strategies and designing curriculum that enhanced students’ learning of key knowledge and skills through targeted classroom teaching and museum experiences. The findings provide insights into teachers' and learners' perspectives leading to considerations for strengthening collaborative practice. The outcome is a set of principles for planning optimal integration of classroom and museum experiences.
{"title":"Optimising learning opportunities for students in complementary classroom and museum settings","authors":"Natasha Ziebell, L. Suda","doi":"10.1002/curj.19","DOIUrl":"https://doi.org/10.1002/curj.19","url":null,"abstract":"The purpose of this project was to create a unique educational experience in order to understand the extent to which excursions can be used to complement and extend classroom-based curricula. The project facilitated a genuine school-museum-university partnership to plan and implement curriculum that supports learning before, during and after museum experiences. A key focus was on developing strategies and designing curriculum that enhanced students’ learning of key knowledge and skills through targeted classroom teaching and museum experiences. The findings provide insights into teachers' and learners' perspectives leading to considerations for strengthening collaborative practice. The outcome is a set of principles for planning optimal integration of classroom and museum experiences.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.19","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51272856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/09585176.2016.1174140
Joke H. van Velzen
ABSTRACT The mathematics curriculum often provides for relatively few mathematical thinking problems or non-routine problems that focus on a deepening of understanding mathematical concepts and the problem-solving process. To develop such problems, methods are required to evaluate their suitability. The purpose of this preliminary study was to find such an evaluation method by including mathematical sense making and global planning. Eighteen 11th-grade high-school students, divided into three groups of three pairs, solved six mathematical thinking problems that included the finding of a numeric solution and the writing of mathematical texts and arguments. Content analysis of the students’ solution procedures provided for three kinds of hierarchically ordered mathematical sense-making categories. The results showed the expected statistically significant difference between the kinds of problems, though only mathematical sense making enabled the exclusion of the routine problem. The implications for practice are discussed.
{"title":"Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning","authors":"Joke H. van Velzen","doi":"10.1080/09585176.2016.1174140","DOIUrl":"https://doi.org/10.1080/09585176.2016.1174140","url":null,"abstract":"ABSTRACT The mathematics curriculum often provides for relatively few mathematical thinking problems or non-routine problems that focus on a deepening of understanding mathematical concepts and the problem-solving process. To develop such problems, methods are required to evaluate their suitability. The purpose of this preliminary study was to find such an evaluation method by including mathematical sense making and global planning. Eighteen 11th-grade high-school students, divided into three groups of three pairs, solved six mathematical thinking problems that included the finding of a numeric solution and the writing of mathematical texts and arguments. Content analysis of the students’ solution procedures provided for three kinds of hierarchically ordered mathematical sense-making categories. The results showed the expected statistically significant difference between the kinds of problems, though only mathematical sense making enabled the exclusion of the routine problem. The implications for practice are discussed.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2016.1174140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-02DOI: 10.1080/09585176.2016.1168675
A. D. Du Plessis
{"title":"The ‘Reason’ of schooling: historicising curriculum studies, pedagogy, and teacher education, edited by Thomas S. Popkewitz","authors":"A. D. Du Plessis","doi":"10.1080/09585176.2016.1168675","DOIUrl":"https://doi.org/10.1080/09585176.2016.1168675","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2016.1168675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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