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Curriculum as the progression model: what are we really talking about?

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?”

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?”

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?”