Understanding the curriculum

Dowden, Tony (2013) Understanding the curriculum. In: Learning to teach in the primary school. Cambridge University Press, Melbourne, Australia, pp. 37-51. ISBN 978-1-107-67282-6

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Abstract

The curriculum is crucial to every educational setting. At first glance, the official curriculum, which usually comes packaged in a formidable array of official documents, might seem dry or boring but in reality it is a springboard to powerful and effective classroom teaching. Understanding the basic principles of curriculum design is an important first step. for a preservice teacher, towards making sense of curriculum documents and creating engaging units and lessons for children and young people. This chapter is limited to the discussion of a handful of key topics, with a view to equipping you for further specialised reading at a later stage. These topics are: the curriculum stakeholders, national and state curricula, constructing local curricula at the level of the school and the classroom, understanding that the curriculum constantly changes and examining student-centred approaches to curriculum design and construction.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 06 Aug 2013 06:26
Last Modified: 23 Aug 2017 04:17
Uncontrolled Keywords: curriculum; children; student teachers; lesson plans
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930399 Curriculum not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/23799

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