The above link has become my starting point. I'm hugely interested in the 'Curriculum vs Syllabus' debate and am acutely aware that what I have produced so far is most definitely just a syllabus.
How do I create a curriculum? What needs to be included? What gives the greatest support for teachers in the department at all stages of their career? Apart from actually finding things to include, how do I stop myself from going the other way and including too much?
I read a quote on Twitter from @TonyParkin last night, which has awakened my interest:
which I then entered in to an small exchange which resulted in Tony sending me the following link: curriculum theory and practice. I shall read with interest.
Another consideration is the format of my schemes. What do staff actually need to plan and deliver lessons effectively? Minimum? Maximum?
I've bookmarked lots of web pages to refer back to, but as ever, I'll probably forget I stored them, so I'll share them here : my bookmarks on curriculum change.
What I'm going to do now is make a start. I'm often guilty of looking into and around things so much that I don't make a start. So, here goes.....
I read a quote on Twitter from @TonyParkin last night, which has awakened my interest:
Where people equate curriculum with syllabus they limit planning to consideration of content or body of knowledge to be transmitted #ncr11
which I then entered in to an small exchange which resulted in Tony sending me the following link: curriculum theory and practice. I shall read with interest.
Another consideration is the format of my schemes. What do staff actually need to plan and deliver lessons effectively? Minimum? Maximum?
I've bookmarked lots of web pages to refer back to, but as ever, I'll probably forget I stored them, so I'll share them here : my bookmarks on curriculum change.
What I'm going to do now is make a start. I'm often guilty of looking into and around things so much that I don't make a start. So, here goes.....
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