Inspiring primary curriculum design / edited by James Biddulph & Julia Flutter.

Format:

Book

Contributor:

Biddulph, James, editor.

Flutter, Julia, editor.

Series:

Unlocking series.

Unlocking research

Language:

English

Subjects (All):

Education, Primary--Curricula--Great Britain.

Education, Primary.

Curriculum planning--Great Britain.

Curriculum planning.

Physical Description:

1 online resource (201 pages).

Edition:

1st ed.

Place of Publication:

London ; New York, New York : Routledge, [2021]

Summary:

Inspiring Primary Curriculum Design offers support and ideas for teachers, school leaders, teaching assistants and student teachers to develop their knowledge of the research related to curriculum design, giving specific and practical ideas to apply research in primary school contexts.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Table of Contents

List of contributors

Chapter 1 Curriculum making: Key concepts and practices

Introduction

Curriculum concepts

Curriculum process

A summary of key points

References

Chapter 2 Considering the possibilities

Heading out

From aims to practice

Journeying onwards

Chapter 3 Nurturing compassionate citizens of the future: Weaving together pedagogy and curriculum

Our schools

A purposefully designed curriculum

The enabling space of our curriculum

A new built space: the Learning Street

Golden thread: habits of mind

Golden thread: oracy and dialogue

Golden thread: playful enquiry

Weaving the threads: curriculum in practise and as practice

Chapter 4 Rethinking spaces for learning: Designing a curriculum with freedom and flexibility at its heart

Reasons for change: practice which limited agency

A tour of the school

How does it work?

The curriculum

Maximising learning capacity

Habits of mind: learning to learn

The power of relationships

Inclusive learning environment

The physical environment

Managing change

Developing trust and equipping parents and carers to understand and support the school's vision

Conclusion

Chapter 5 "Why do I have to sit down?": Designing an age-appropriate curriculum for children in Year 1

About Peckover School

Our journey into continuous provision in Year 1: Lucy and Rachel's story

Towards independent learning

The learning space and its impact on motivation

Designing a whole-school curriculum

Learning themes and topics

Continuous provision and adult inputs

Marking, observing and assessing children's work (and providing challenge).

Resources and teaching spaces

Books everywhere

Our challenges

Benefits of continuous provision

Summing up

Chapter 6 Learning to learn from nature: How principles of Harmony in the natural world can guide curriculum design

Bringing learning and nature together

Adaptation in the education system

Purpose in education

Learning to thrive

Reflections on learning

A sense of place

Living well in our places

Planning back to front

Outcomes of a Harmony curriculum

Developing this approach in other schools

Concluding thoughts

Further reading

Chapter 7 Knowing about and acting globally in everyday classrooms

Inserting the global into classroom practices

Why promote 'the global' now?

New education solutions to global problems

A dialogic approach

By way of a conclusion

Chapter 8 Education as the embracing of a loving universe: Designing an inclusive curriculum

A beginning

Theological vision and principles

A vision for the future: how do we want our young people to be?

In practice: challenges and bumps on the journey

A curriculum for hopeful futures

Acknowledgments

Chapter 9 No mountain high enough: Using music to raise academic achievement

Building the case for music and how it can remove barriers

Government policy

Mountaineering: The Dixons Music Primary - a place for music making

Climbing the mountain: the practical steps we took to teach/reach the summit in curriculum design

Organising the curriculum: Practical steps

Reading: music as a vehicle for learning sounds and reading

Listening

Communicating

Final thoughts: more climbing

Notes

Chapter 10 Vision-driven curriculum practices: 'Deeply Christian, serving the common good'.

Introduction

'Why' not just 'what'

Educating for wisdom, knowledge and skills

Educating for hope and aspiration - beginning with imagination

Educating for community and living well together

Educating for dignity and respect

'Lived not laminated' - St James Church of England Primary School, Cheltenham, Lisa Harford and Caryn Smith

'Embracing interdependence' - Diocese of Salisbury Academy Trust, Wiltshire, Mark Lacey

'Called, connected, committed': implications for leadership development - Mark Lacey

Chapter 11 Oracy and the primary curriculum: What does research tell us?

Dialogic teaching

Transcript 1: evaporation

Oracy education

Transcript 2: exploratory talk

Chapter 12 Unlocking research: To new possibilities

Teachers as research consumers

Teachers as researchers

A bridge too far?

Research unlocked

Teachers in dialogue

Afterword by Stephen J Toope

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-000-08174-5

0-429-27710-5

9780429277108

OCLC:

1159162182