This is the final post in a curriculum series I am writing for those who are relatively new to curriculum design, theory, and leadership. It would make most sense to read this final post having first read all previous posts. You can find them here. Curriculum: what are we really talking about? Knowledge-rich: what areContinue reading “Curriculum as the progression model: what are we really talking about?”
Tag Archives: curriculum
Core and hinterland: what are we really talking about?
This is the fifth in a curriculum series I am writing for those who are relatively new to curriculum design, theory and leadership. It would make most sense to read this fifth post having first read all previous posts. You can find them here. Curriculum: what are we really talking about? Knowledge-rich: what are weContinue reading “Core and hinterland: what are we really talking about?”
Sequencing and coherence: what are we really talking about?
This is the fourth in a curriculum series I am writing for those who are relatively new to curriculum design, theory and leadership. It would make most sense to read this fourth post having first read all previous posts. You can find them here. Curriculum: what are we really talking about? Knowledge-rich: what are weContinue reading “Sequencing and coherence: what are we really talking about?”
Disciplinary (and substantive) knowledge: what are we really talking about?
This is the third in a curriculum series I am writing for those who are relatively new to curriculum design, theory and leadership. It would make most sense to read this third post having first read both previous posts. You can find them here. Curriculum: what are we really talking about? Knowledge-rich: what are weContinue reading “Disciplinary (and substantive) knowledge: what are we really talking about?”
Knowledge-rich: what are we really talking about?
Last week we thought about the curriculum as a narrative. A novel with an interrelated web of themes, plots and places. The analogy helps because it allows us to see the role that every piece of knowledge must play within the curriculum at large. What it doesn’t do is illustrate the central role that knowledgeContinue reading “Knowledge-rich: what are we really talking about?”
Curriculum: what are we really talking about?
About a year ago my interest in curriculum was piqued when a colleague recommended I read Michael Young’s Knowledge and the Future School. On the matter of curriculum, I was swiftly obsessional. I was – and still am – convinced that curriculum is the single biggest lever to addressing educational inequality. And I remain adamantContinue reading “Curriculum: what are we really talking about?”
Planning for Residual Knowledge
Last week my colleague Rob sent over an interesting document that got us both thinking. It was a plan of possible ‘takeaway’ knowledge about Medieval England that Ian Dawson had put together in Exploring and Teaching Medieval History. I put the document out on twitter and asked if similar things had been created for otherContinue reading “Planning for Residual Knowledge”
What might a ‘Writing Curriculum’ look like in Secondary History?
Last week I posted about the use of sentence-level instruction in my History classroom. I was touched to receive some very kind feedback from people I have long-admired. It was all the more pleasing to see that others have begun experimenting in the same vein, weaving structures together in a bid to break away fromContinue reading “What might a ‘Writing Curriculum’ look like in Secondary History?”
Mr Vallance Teach 