Purpose and strategy
In order to be successful we need answers to questions of what, why, who, how, when. A common strategy in large complex endeavours is to develop frameworks that provide answers to these questions.
The answers can be at various levels: principles, guidelines, frameworks, requirements, specifications....
The answers can be provided for various audiences: the community, systems, managers, operators, recipients....
– Action (management, teaching & learning)
Several Common Notions of Curriculum
We use and understand the 'word' curriculum in many different ways
Translating the Curriculum
Curriculum tends be universal or generic, largely independent of time, place, context and the hopes and needs of the people involved
Teaching and Learning are specific being highly dependent on time, place context and the hopes and needs of the people involved.
Thus there needs to be a 'mechanism' by which curriculum is translated into teaching and learning.
The Curriculum exists
Purposes of the curriculum
• Results in capabilities that are valued by the people involved
Just as capabilities are multidimensional so are teaching and learning. In order to facilitate the translation of curriculum into effective teaching and learning we need t understand curriculum in its multiple dimensions.
Consider a class ‘Board Game’
Transference of learning
• Is not automatic!!"
• The child’s life is now and in the future so there needs to be transference of learning across time and space
• Intelligence and knowledge should not be confused with maturity: one aspect of maturity is to do with an increased capacity to transfer learning
The implication is that there is more than simply delivering the curriculum.