Instruments of the Curriculum

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Instruments of the Curriculum

The way we package our curriculum for delivery affects the way teachers and students regard it.

Workbooks

The materials we use to support the delivery of the curriculum should offer the space for thinking and not just doing.
When workbooks are well-designed and used judiciously, they can offer a long-term, high-impact strategy for effectively implementing the curriculum.

Design

The design of a workbook should be agreed at a departmental level and established by the specialists of the subject.
At all times, the design uses the discipline as a director.

Cohesive

The workbook needs to present content in manageable chunks, carefully sequenced to mirror curricular intention.
The workbook should naturally follow the hierarchies of the subject.
This way, students develop an understanding of the subject through the format and design of the workbook itself.

Active

Workbooks typically demand an active participant.
Workbooks do not replace or remove the teacher or student from their relationship with the subject.

Value

The workbook needs to be worthy of being central to our teaching.
Preserving the value of the workbook requires continual review and refinement.
Stripping the content of a workbook back to the necessary provides an effective framework without overloading the teacher or student.

Principles to follow

Create materials that frame the curriculum, not confine it.
Demand an active participant through effective design.
Compose workbooks that convey value for both teacher and student.

Well done!

Thank you for completing our CPD course. We hope you've enjoyed it and that it has given you some ideas for your own classroom.

1Introduction

1.1Introduction

1.1.1Shaping the Curriculum

2Curriculum Rationale

2.1Curriculum Rationale

2.1.1The Role of Subject Leaders

2.1.2Curriculum Rationale

3Curriculum Knowledge

3.1Curriculum Knowledge

3.1.1Core Knowledge

3.1.2Hinterland Knowledge

3.1.3Substantive Knowledge

3.1.4Disciplinary Knowledge

3.1.5Declarative & Procedural Knowledge

4Curriculum Sequencing

4.1Curriculum Sequencing

4.1.1Cognitive Load Theory

4.1.2Threshold Concepts

5Assessment

5.1Assessment

5.1.1Meaningful Assessment

6Instruments of the Curriculum

6.1Instruments of the Curriculum

6.1.1Instruments of the Curriculum

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