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Derivation of the CORE
There are two major dimensions to the School's curriculum,
viz,
- how a school operates as an entity in its own right and
- what educational experiences it offers, eg,
- what programs are provided
- how they are 'taught' (pedagogy)
- the contributions of students, teachers &
others in the delivery
There is a challenge in developing a
suitable curriculum framework because
'programs' may be defined in terms of
- main content such as
knowledge, skills, competencies,
capabilities,...relating to an area of
human endeavour (eg, Mathematics),
- intrinsic purpose
such as, a core process (eg, Thinking)
- extrinsic purpose such
as providing support to other
endeavours (Library)
- student need
for special intervention or targeted
assistance (Flying Start, tutorials)
- special needs of individual students such speech
therapy, counselling, medical treatment, ....
Thus curriculum may be understood in terms of five
overlapping categories
of programs,
Core, Main, Supporting and Targeted and Clinical Programs
Of these five categories the core
is the most important and the least explicit. The
historical reasons for this situation include that
fact that as a nation we have continued to ask the
wrong questions.
The key questions about the core
relate to the learner and the internal and
external responses he/she may make to the world in
which they live. To this point we have, at best
focused on the world and what the leaner may need
to live in it successfully. Such an
orientation is more appropriate at the adult
level.
Core: |
Thinking |
Making sense of one's experience of the
world in which one lives and choosing
responses that are in one's best interests
and the best interests of others |
|
Learning |
Making sense of past, present
experiences and preparing oneself for the
future |
|
Working |
Undertaking tasks efficiently and
effectively; managing one's efforts;
coordinating ones action with those of
others; acting systematically towards
achieving a purpose; persisting in the face
of difficulty ... |
|
Relating |
Contributing to, and benefiting from
being with, others |
Each subject or program has within
it this same structure. This gives the
curriculum a holographic sense: the parts have the same
structure as the whole
- Each program has a core of
thinking, learning, working and relating
that underpins the overall program. Each
element of a program's core is shaped by
the program itself. For example there
are ways of thinking that are special to
Mathematics. Similarly Mathematics
requires an approach to thinking, learning, doing...
that is different from that required by
the Arts. And so on.
- The main part of a program
contains the knowledge, skills, ... that
are involved in the program as an area
of human endeavour
- Supporting programs are other
programs enhance achievement in this
program. Mathematics supports
Sciences; Main Music supports
Instrumental programs,... Subject
departments may have reference library
or IT labs that deliver 'mini' programs
in their own right. Sometimes a
subject will have a unit of work from
another area, eg, an aspect of
literacy such as referencing in
Science
- Targeted programs may be
provided with a program, eg, tutoring or
remedial assistance as required
The national curriculum(K-12) is
derived from a tertiary academic notion of
curriculum. To large extent the eight learning
areas may be readily mapped onto further
study.
Tertiary studies are based on the assumption
that, in a general sense, the core
(as defined above) exists in each learner. This
assumption is reasonable at the tertiary
level because the selection process eliminates
at least those who cannot think, learn and work
well enough to meet the entry
requirements. Relating is a little more
problematic in some areas..
Tertiary educators can be confident that all
participants are reasonably competent in at
least three aspects of the core. We cannot
assume that all K-12 participants are functional
in each aspect of the core. In fact we
know quite clearly these core competencies are
not universal in the population as a
whole. If we thought otherwise we would
not use these elements as discriminators for
tertiary entrance.
Many of our society's ills (crime and other
antisocial behaviour, inability to achieve
employment, solve personal and other problems,
some categories of health problems, ...) are
closely related to an individual's limited
ability to think, learn, work and/or
relate.
A national (K-12) curriculum based
assumptions that are true for only part of the
adult population seems, to the writer at
least, to be quite bizarre.
A quick scan of the following list will show
the impoverished nature of currently held
notions of curriculum. In fact many of the
following items refer more directly to a core
(as defined above) than to any subject, learning
area, content, ... in the national curriculum.
Consideration of actual good school &
college practice will further confirm the
impoverished nature of the notions that
currently underpin our national curriculum K-12.
To be successful schools & colleges have to
go well beyond any current official curriculum
policies.
Desirable
characteristics of a curriculum and its delivery
Quality |
The curriculum clearly focuses on goals of great worth
including
- literacy and numeracy as basic
competencies related to being able
to
- think,
- learn, competencies in problem
solving and creativity,
- the capacity, confidence and
life-long desire for learning and
re-learning,
- the arts broadly defined,
- personal and physical development
including
- an understanding that the purpose
of learning is to add to one's
- capacity to care for self and to
contribute to family, friends and
the community.
And in particular each individual
achieves quality learning in that he/she
achieves
- high levels of mastery
- high levels of effectiveness
- high levels of efficiency
- the capacity to
apply/utilize his/her own learning
to care for self and to contribute
to family, friends and the community
|
Meaning |
The curriculum makes considerable sense to the
learners by its
- connectedness, reflecting a
holistic approach to curriculum
design, implementation, acquisition
and evaluation
- coherence, in respect to a
unifying set of core values widely
held within the School community,
and
- continuity, in that the curriculum
is consistent with, and complements,
the kind of growth and
development that members of the
School community are undertaking in
their own learning.
|
Effectiveness |
The learners achieve
the goals of great worth as a result
of
- planning,
- organizational and staff
development within the School and
the
- partnership between students,
teachers, parents, other
members of the staff and School
community.
|
Equity |
The goals of great worth are achieved
by all regardless
of circumstance. In this
sense the School needs to be a
purposeful and responsible community
made up of a wide range of members who
are both contributors and beneficiaries.
|
Efficiency |
is essential in achieving both quality
and equity. Efficiency is also valued
because some resources
such as time, effort, materials,
equipment, facilities,... are limited.
They are used thoughtfully to achieve
things of great worth. This
includes the capacity to
- set and re-set priorities,
- plan how to achieve these
priorities
- monitor what is accomplished and
make appropriate changes.
|
Empowerment |
Staff, students, parents, and the
wider community are all vital contributors
to the life and work of the School.
Their contributions result in the School
providing a high standard of
education. The empowerment
includes developing the confidence and
skills of those concerned so that all
contribute to building
- a shared understanding of
purposes,
- a shared commitment to the
achievement of goals, and,
- a shared realization of excellence
in all aspects of the life and work
of the School
|
(March
2000) Ivan Webb,
Principal, Riverside
Primary School | |
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