Curriculum and Sociaty

Topics: Education, Teacher, Curriculum studies Pages: 10 (3576 words) Published: January 14, 2013
Kevin James
DTTLS 12/13

1) To demonstrate a detailed knowledge of curriculum theories and principles within my own subject area. 2) To evaluate, with minimum guidance, the social cohesion of curricula with regards to gender, transgender, age, ethnicity, race, religion and sexual orientation. 3) To demonstrate a detailed knowledge and understanding of the theories and principles of education for sustainable development.

There are many different definitions for the term “CURRICULUM” and they all appear to have at the heart a defined period of time where information is disseminated by teachers to their learners with the aim of achieving a recognised objective. It is apparent to me that over time different forms of curriculum have been devised, along with their variants, which in turn have led to new forms of thinking and that these changes have been brought about by the ever changing social landscape. The following is what I believe a curriculum to be: - “All learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school” (Kerr 1983). This definition presumes that learning is planned and guided. There are four main curricula within current education and these do not include the different models that can be attributed to them. The official curriculum is what the awarding and education bodies set in curricular frameworks and course study. They expect teachers to teach it and they assume that students will learn it. The written or official curriculum is the curriculum that appears in a document that identifies guidelines for the achievement of its learners. This also contains the supported curriculum that includes the resources required to support the curriculum, such as text books, software and other media. Also included within this written curriculum, in my case is the assessed curriculum which appears as a form of assessments, written and online tests. At Falmouth Marine School I am required to follow the official curriculum when I create my scheme of works and lesson plans. As this is what my teaching is judged by when I am being observed. Showing a progression from the units covered in the scheme of works through the lesson plans and finally with the students passing the assessments. If for any reason a student does not pass the assessment program the there is a trail to identify the cause. So it is fair to say that the official curriculum also sets a management framework too. There is no mention of different types of students that we teach about the differentiation brought about by gender, transgender, age, race, ethnicity, religion or sexual orientation. On a strategic level this is left to the college to provide physical and emotional support personnel within the campus to help with any issues that may arise. A taught curriculum is where teachers teach in the classroom; this is what we choose to teach. Their choices derive from their knowledge of the subject, their experiences in teaching the content, and their like or dislike for the content as well as their attitudes toward the students they face daily. They also take a tactical view as to the way in which they deliver the course content so as to suit all the students in the classes they teach. The taught curriculum consists of what the students actually receive as coursework and tutorials from the teachers, all of which is primarily based upon the written curriculum and modified by local pressures, prejudices and beliefs. Within this curriculum is the hidden or unintended curriculum. It defines what the students actually learn from the physical environment, the policies and the procedures of the school. For instance; each week I devote 60% to theory of a subject and 40% to the practical so the pupils learn the fundamentals of the subject they are being taught and then put into practice. The hidden curriculum is a side effect of education, and of life too,...

References: Armitage,A. Et al (2007) Teaching and Training in post compulsory education(3rd Ed) Maidenhead:OUP
Glatthorn,Allan. (2000) The principal as curriculum leader: shaping what is taught and tested. 2nd Ed. Thousand Oaks: Calif. Cowin press.
Eisner,E. (1994).The Educational imagination: On the design and education of school programs, 3rd Ed. New York: Mcmillan College Publishing.
Proper,H. Wideen,M.F. & Ivany, G (1998) World view projected by science teachers: A study of classroom dialogue. Science Education, Vol 72, No. 5, 547-560
Cuban,L. (1995). The hidden variable: How organizations influence teacher responses to secondary science curriculum reform. Theory into practice, Vol.34, No. 1, 4-11. (accessed 18/12/12)
Haralambos, M and Holburn, M (2008)”Sociology: Themes and Perspectives”, 7th Ed. UK, Harper Collins.
Walker,D & Soltis,J. (2004) Curriculum and Aims, 4th Ed, Teachers College, Columbia University.
Stenhouse,L. (1975) An introduction to curriculum research and development, London: Heinemann
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