Creating the Curriculum (Understanding Primary Education Series)

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach?  The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.   Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include:    who should decide the curriculum, its aims and its values   the extent to which issues in primary education swing back and forth   Subjects versus thematic organisation, stages and phases, progression, breadth and balance   prescription versus teacher autonomy   the key features of effective classroom practice   strategies for assessing the whole curriculum   how language in the classroom influences curriculum design   understanding curricula in the context of children’s social and personal circumstances   creativity, curriculum and the classroom.   Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

Education & Teaching

Baumfield, Vivienne

Hulme, Moira

Egan, David

Lingard, Bob

Wyse, Dominic

Hayward, Louise

Menter, Ian

Gallagher, Carmel

Leitch, Ruth

Livingston, Kay

Schools & Teaching

Routledge

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: <ul>
<li>who should decide the curriculum, its aims and its values</li> <li>the extent to which issues in primary education swing back and forth</li> <li>Subjects versus thematic organisation, stages and phases, progression, breadth and balance</li> <li>prescription versus teacher autonomy</li> <li>the key features of effective classroom practice</li> <li>strategies for assessing the whole curriculum</li> <li>how language in the classroom influences curriculum design</li> <li>understanding curricula in the context of children’s social and personal circumstances</li> <li>creativity, curriculum and the classroom.</li> </ul> Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

Frameworks for Thinking: A Handbook for Teaching and Learning

Health, Fitness & Dieting

Newton, Douglas P.

Moseley, David

Elliott, Julian

Higgins, Steven

Miller, Jen

Gregson, Maggie

Psychology & Counseling

Cambridge University Press

This handbook focuses on the thinking processes necessary for learning by providing descriptions and evaluations of 42 major frameworks--including Bloom's taxonomy, de Bono's lateral and parallel thinking tools, Gardner's theory of multiple intelligences and Paul's model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. A valuable tool for students needing to understand different ways of thinking, it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.

Mental Health

Does Religious Education Work?: A Multi-dimensional Investigation

This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.

Religion & Spirituality

Lowden, Kevin

Gallagher, Tony

Barnes, L. Philip

Conroy, James C.

Davis, Robert A.

Lundie, David

Bourque, Nicole

Wenell, Karen

Religious Studies

Bloomsbury Academic

Society for Educational Studies Annual Book Prize winner: 2nd Prize
This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.

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Books by Baumfield, Vivienne