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Curriculum as an Act not only as a Product, Reference: Churchill, R.,…
Curriculum as an Act not only as a Product
Teacher
-no matter what is intended and planned, teachers bring the curriculum to life
-individual teacher’s past experiences, values, knowledge and attitudes will affect the curriculum
-must be researchers on how to engage students with the subject matter in that particular social environment in which they live/ work
-make decision on what to teach and how to teach it Grundy (1987): “Curriculum is constructed at a certain time for a certain purpose”
-developing and fostering effective questioning techniques (Inquiry-Based Curriculum/Emergent Curriculum)
-knowing how to build trustworthy, respectful and fair relationships with students/families/colleagues which maintains and flourish during the years
acting as agents for change seen as cultural worker (Freire 1998)
planning/acting/evaluating/reflecting/acting (Grundy, 1987)
Students
background
home language
prior knowledge when entering the classroom
active participants
active learners
relationships/partnerships with teacher
relationships among students
agency and engagement
able to co-develop, negotiate, accept, expand, contest, reformulate their lessons/curriculum/day
taken seriously and guided by their own questions
become both problem posers and problem solvers (Wilson & Jan, 2007)
equipped to live successfully in their present and future lives
relationships between students
relationships with the subjects and their integration
to be able to decide the classroom rules and limits collaboratively
build strong personal and social skills
Subject Matter
(with a focus on the Transdisciplinary Approach)
Literacy
Math
Science
Arts
Humanity subjects
Languages other than English (allowing children to choose a minimum of 1 languages from: Mandarin/Indonesian/Arabic/Japanese/Italian/German
Indigenous Australian Language (compulsory from Kindergarten)
Disabilities/Mental Health
PE and Nutrition
Religions (elective)
ICT
Mastering real-world Skills
Critical and Creative thinking
Social and Personal Capabilities
Global/Intercultural understadning
Gender Equality
Social Environment/Milieu
-importance of the social and cultural world in which the school is located
-knowing the socio-economic status of the school and its families
-social and cultural context from which both teachers and students come from
politics of that precise time (type of Government)
building a safe, inspiring and motivating environment
creating a fair environment for every individual
Embed different curriculum models based on which best fit the situation/purpose/daily lesson
Inquiry-Based Curriculum using the 6 phases & abilities (Wilson and Jan)
Art-Based Curriculum as a vehicle for students to make connections between their own lives and the lives/experiences of others
-Arts are universal experiences that make us human. (Boyer, 1995)
Emergent-Curriculum
by negotiating the topic/s (but also the daily routine) with students as learning progress
Outcome-focused Curriculum
by beginning lessons with the outcome that will need to be achieved in mind
Hidden Curriculum
how to deliver unintended “things” that are learnt during the school years each day
Curriculum as praxis
morally informed educational practices and actions
Reference: Churchill, R., Godinho, S., Johnsons, N. and Keddie, A., 2016.
Teaching: Making a Difference
, 3rd Edition. John Wiley & Sons.