Keynote Address: Curriculum Symposium November 14, 2006 John Tait. Name of presentation. This presentation. What is “curriculum”? Stages of curriculum development: a model Who leads the curriculum?. Definitions.
Name of presentation
Exercise: Which definition would you choose as the best and why?
During kindergarten and grades 1 & 2 skills in Science, Mathematics, Arabic, English, Islamic Studies, Social Studies?pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.
Extract from key stage 1 of the UK Curriculum
So now we can see that there are things that children learn just by being at school with other children; by talking with their peers about any and every topic which is relevant to their lives, by observing the behavior and overhearing the conversations of teachers, other students and visitors to the school, by noticing what is given importance and what isn’t and by learning to react appropriately to new situations. These lessons will stay with them for the rest of their lives because they are about learning how to be a successful member of society.
This is sometimes called “The Hidden Curriculum”
In answer to our starting question “What is Curriculum?” we can now understand two simple definitions which encompass a very broad view of the curriculum.
FORMAL CURRICULUM: What the school and teachers plan to teachINFORMAL CURRICULUM: What is “taught” or learned incidentally
Focus question:How does your school curriculum reflect Qatar and your local environment?
What is the purpose of your curriculum?
Where is your school purpose expressed?
How does your school curriculum (planning, teaching and assessment) reflect your purpose?
Imagine that there are no barriers:
What would be the characteristics of the ideal Principal, Academic VP, Curriculum Co-ordinator?
Exercise:You have twenty strips of paper outlining different curriculum tasks and a three sheets with a different curriculum management role on each. Stick them on the sheet that you think is the most appropriate and rank them in order of importance. You should aim for a fairly even spread of tasks across the three roles.
Who would carry out these tasks?
How do you know where you are now?
How will you as school leaders assist them to do that?
“Young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable young people to sustain their effort.”
Scottish “Curriculum forExcellence”