A 21st Century Curriculum : A Maintained Primary Schools

State schools in England must teach a range of subjects according to targets set by the National Curriculum. This was established in 1989 to ensure the same standards of teaching and learning across the country.

Ralph Tyler (1957) describes curriculum as “. . . all the learning experiences planned and directed by the school to attain its educational goals (Glatthorn, 2011, p.3). Going by this definition, one can regard curricula as encompassing what is taught in the classroom, as well as

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘Personal and social development, well-being and cultural diversity’, ‘Language, literacy and communication skills’, ‘Mathematical development’, ‘Welsh language development’, ‘Knowledge and understanding of the world’, ‘Physical development’ and ‘Creative development’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for ages 3-18. It intends to progress the standards of education and learning in the country by moving away from more traditional methods of teaching. This strategy, developed by the Scottish Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is important to employ methods which prepare children from a young age for a life of work. In order to do so, the curriculum is based on seven key principles which are designed to provide young people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt through experiences and opportunities which are carefully planned for each age group, encouraging space for learning out with the standard school subject boundaries. The programme has four main outcomes prompting children to become successful learners, confident individuals, responsible citizens and effective contributors. Once an individual has completed the education programme, reflections of the curriculum’s purpose can be assessed in the child or young person to see if they have met the proposed outcomes and therefore determining the overall success.

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

The National Curriculum (DFE 2013, p5) states that “every state-funded school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and, prepares pupils at the school for opportunities, responsibilities and experiences of later life”.

Three main identified changes are the shift of emphasis from the person to the child then the teacher’s role changes from training to help development and growth. Finally creating a better environment for mental and physical growth. Schools were run under the churches, so the curriculum isn’t

The National Curriculum has some resemblance towards the Objectives Model established by Ralph. W. Tyler in 1949 (Brady & Kennedy, 2010) whereas the curriculum is designed answering 4 key questions. Tyler’s Objectives model involves establishing the objectives or aims, stating the experiences or structure of the learning activities, implementation of the objectives and the assessment and evaluation of the learning activities/objectives. Tyler (as cited in Brady & Kennedy, 2010, pg.207) believes ‘evaluation is also a continuing process. Feedback may lead to a

Wiggins & McTighe (2005) said it best “teachers are designers” and we need the right to craft our curriculum and learning experiences to meet specified purposes (Pg. 13. Ch. 1). We are all teaching different students, in different cities, in different states; all of whom that have individual strengths and weaknesses, come from various homes, a multitude of diversified backgrounds, who speak different languages and all of whom who have experienced their lives in different manners. I have been teaching for well over 11 years, and I have never once modified my teaching to meet the needs of a curriculum, I always have and will continue to adapt the curriculum to meet the needs of my students.

Developing a curriculum is a difficult process, moreso when an educator has to keep in mind the number of students they are trying to reach. At the secondary level, it is not uncommon for a teacher to be responsible for 150 or more students. Each of these students presents a unique and trying task for educators who want to help students learn. Students have different modalities for which they gain knowledge, and it is the teacher’s job to engage those

Thank you for your inquiry into different theories of modern curriculum. I believe that while we have served students from CFB very well, there are a number of viewpoints that warrant consideration when redrawing our K-12 curriculum.

If knowledge is key, then that key has been thrown behind a door called school, and that door was subsequently locked by the school board. Giving students power over their own curriculum is a vital step towards creating school experiences that are considerably more useful. It would lead to many successful academic careers through a higher level of motivation, a sense of control over their lives, and the creation of a better society. There is no doubt that our century-old methods of teaching are in dire need of change, and swapping the system that routinely shoves uniquely shaped students through square holes for one that allows them to breach the barrier in their own way is the obvious choice for improving schools around the world.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.