ABC OF INQUIRY - CURRICULUM TEACHERS INQUIRY DICTIONARY

ABC OF INQUIRY – CURRICULUM

ABC OF INQUIRY – CURRICULUM “As far as education of children is concerned I think they should be taught not the little virtues but the great ones. Not thrift but generosity & an indifference to money; not caution but courage & a contempt for danger; not shrewdness but frankness & a love of truth; not tact but love for one’s neighbours & self-denial; not a desire for success but a desire to be & to know” Natalia Ginzburg 1962 The Little Virtues

CURRICULUM: A map to possibility…

Curriculum are subject maps outlining the core knowledge and skills that need to be developed in order for a topic to be understood. It makes visible the outcomes along the learning journey in a given subject. Some curriculums are also informed by conceptual understandings, giving them greater richness and relevance to transferable learning.

The curriculum is one tool that teachers can use in the backwards by design process. Curriculum outlines the outcomes, but it doesn’t prescribe how the learners in your class could reach this outcome. Every learner will have varied prior knowledge and perspectives and will benefit from different routes to reach any given outcome.

Curriculums are ever changing and they are also a political tool, that determines who different agendas wielded by often invisible power bases want our learners to become as individuals and social citizens.

Teachers, school leaders and parents own experiences, agendas and perspectives will influence how they interpret and respond to the written curriculum, this is known as the hidden curriculum and has possibly the biggest but most hidden impact on what happens in a classroom. Critical reflection and analysis beyond familiar echo chambers is a step teachers, school leaders and parents can take to addressing be aware of the hidden curriculum.

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