Sunday, 9 February 2014

638 - Reading 1 Understanding the Curriculum by Clive McGee

McGee, C. (2008). Understanding curriculum. In C.McGee & D. Fraser (eds.). The Professional Practice of Teaching. 3rd edition (pp. 65-78). South Melbourne, VIC: Cengage Learning.

Discussion questions
  1. What is meant by curriculum and how might teacher be involved in curriculum development?

The course of study – learning and teaching plans (intended curriculum) – activities that happen in the classroom lead by the teacher (operational curriculum)
Teachers influence the curriculum at a ‘hands on’ level.  Creating and delivering an effective programme for their students.  Involvement in shared planning.  Students may also have input in this level

    2.   How much decision making autonomy do teachers have?

Teachers are able to build their ‘in class’ curriculum based on the National Curriculum, and school curriculum to create goals and aims – choice in content to focus on, learning and teaching activities, style of evaluation, and student interest/needs - - I believe the level of autonomy varies from school to school depending on the prescriptiveness of the school curriculum and the leadership model in place.

          3.   What are some recent developments in NZ curriculum and what are the implications for teachers and schools?

Development of seven essential learning areas in 1993 National Curriculum -  8 learning levels to cover learning from year 1 -13, curriculum statements for each learning area – 2007 curriculum document –
2007 version encourages local development based on needs – connection between learning areas within activities – better links with school stages (ECE – primary – post-school) – encourages teachers to be decision makers for their students & include the students in the decision making.

The current curriculum encourages teachers and schools to base what they teach and how they teach on their community and student needs/values.  This allows teachers to develop programmes that could engage learners more effectively.  

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