The meaning of curriculum

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Definitions: ‘We see the curriculum as a desired goal or set of values that can be activated through a development process culminating in experiences for students’ Wiles & Bondi, 2007, p.5.
Or ‘The curriculum of a school, or course, or a classroom can be conceived of a series of planned events that are intended to have educational consequences for one or more students.’ Eisner, 2002, p.31.

Vic (A.V.) Kelly identifies 3 major ideologies in curriculum planning:

Curriculum as content, education as transmission – students learn the stuff;
Curriculum as product, education as an instrument - students become workers;
Curriculum as process, education as development – students become ‘themselves’;
(McKernan) Society and problem centred – students & community (co-) create the curriculum.

Nature of curriculum – what is it, what is it for? (for citizenship, for moral development, for delivery of vocational skills, for preparation for HE, for healthy lives, to pass exams!)
Elements of the curriculum – what is it composed of?
Who teaches it?
What is taught?
Where and when?
Why?
How?
What are the outcomes? Who learns what?
How is it assessed?
3. How you think when you teach and assess.

Sponsored by Cisco, Intel and Microsoft, ATC21S aims to help educators around the world enable students with the skills to succeed.
ATC21S started with a group of more than 250 researchers across 60 institutions worldwide who categorized 21st-century skills internationally into four broad categories:
Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and career, and personal and social responsibility

Less power to the Secretary of State;
Stronger emphasis on vocational education and EU competences – broader curriculum, including emotional maturity;
Greater role for the Extended Project Qualification in access to Higher Education.

Collaborative Problem Solving (CPS) is a critical and necessary skill across educational settings and in the workforce.
There is a growing emphasis in state and national educational systems on project-based and inquiry-oriented learning (National Research Council, 2011). This includes shaping curriculum and instruction around critical thinking, problem solving, self-management and collaboration skills (Darling-Hammond 2011; Halpern, 2003).

Students enjoyed learning about where they live and learning outside the classroom
Students particularly enjoyed having other adults involved
School and partner representatives reported a change to the way organisations engage with schools
Partners reported that more schools are now open to working with outside agencies

For some schools the Peterborough Curriculum represented a choice between a standards driven agenda and a more holistic approach that involved developing students as whole individuals. It was therefore framed as very much part and parcel of a strategic direction that was in opposition to a standards agenda.
The secondary school curriculum in particular remained not only resistant to modification, but also to enhancement by the locality. This is in part due to the structures of the schools, where subject and classroom teachers were difficult for partners to access.

If you have any ambition to be a creative curriculum maker then take heart – you are not alone;
Network whenever and wherever possible;
Experiment whenever you can (EPQ etc.) and don’t feel too bad if you end up with a ‘hybrid curriculum’;
Curriculum thinking will change at some point so be prepared to ‘seize the moment’;
Do not just accept the ‘dominant discourse’ – as education can be so much more than we are currently offering – be sceptical;
Email me if you do want to be on our EPBL mailing list. David.Leat@ncl.ac.uk

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