Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31485
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Understanding curriculum
Author(s): Priestley, Mark
Nieveen, Nienke
Contact Email: m.r.priestley@stir.ac.uk
Editor(s): Chartered College of Teaching,
Citation: Priestley M & Nieveen N (2020) Understanding curriculum. In: Chartered College of Teaching (ed.) The Early Career Framework Handbook. Corwin Ltd. London: SAGE, pp. 135-143.
Issue Date: 2020
Series/Report no.: Corwin Ltd
Abstract: Discussion that specifically relates to the school curriculum is firmly back on the educational agenda in the UK after a hiatus of around 25 years. This development is to be welcomed for at least two reasons. First, “the curriculum is – or at least should be – at the heart of educational discourse and practice” (Priestley & Philippou, 2018, p.2). In recent years, there has been a tendency to neglect consideration of curricular issues when developing practice, as schools have become more likely to be influenced by more instrumental concerns driven by accountability systems. Second, teachers play an important role in curriculum making; policy intentions set out in official curriculum texts only take us so far, and they still need to be translated into practice. This is an active process requiring teachers to work from first principles to develop their practice, and thus requires a good understanding of curriculum (e.g. Priestley, Biesta & Robinson, 2015; Nieveen, Van den Akker & Resink, 2010). This chapter provides an introduction to some core curriculum concepts, addressing the following aims, which align closely to ECF standard 3: • To set out a framework for understanding curriculum and its role in the development of educational practice; • To reflect upon the resources required for developing the curriculum; • To explore issues related to sequencing and progression. • To reflect upon the relationship between knowledge and skills in the curriculum. • To suggest implications for curriculum making by teachers
Rights: Priestley, M. &Nieveen, N. Understanding curriculum. In: Chartered College of Teaching (ed), The Early Career Framework Handbook, pp. 135–143. London: SAGE Publishing. Copyright © 2020 The Authors. Reprinted by permission of SAGE Publications. https://uk.sagepub.com/en-gb/eur/the-early-career-framework-handbook/book270769
Licence URL(s): https://storre.stir.ac.uk/STORREEndUserLicence.pdf

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