Full Description
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.
Contents
1. Introduction: The New Curriculum, Mark Priestley (University of Stirling, UK) and Gert Biesta (University of Luxembourg, Luxembourg)
2. The Origins and Development of Curriculum for Excellence: Discourse, Politics and Control, Walter Humes (University of Stirling, UK)
3. Capacities and the Curriculum, Gert Biesta (University of Luxembourg, Luxembourg) and Mark Priestley (University of Stirling, UK)
4. The Successful Learner: A progressive or an Oppressive Concept?, Jenny Reeves (University of Stirling, UK)
5. Confident Individuals: The Implications of an 'Emotional Subject' for Curriculum Priorities and Practices, Kathryn Ecclestone (University of Sheffield, UK)
6. Responsible Citizens: Citizenship Education between Social Inclusion and Democratic Politics, Gert Biesta (University of Luxembourg, Luxembourg)
7. Effective Contributors: Evaluating the Potential for Children and Young People's Participation in their Own Schooling and Learning, E. Kay M. Tisdall (University of Edimburgh, UK)
8. Emerging International Trends in Curriculum, Claire Sinnema (University of Auckland, New Zealand) and Graeme Aitken ((University of Auckland, New Zealand)
9. Developing the Teacher - or Not?, Ian Menter (University of Oxford, UK) and Moira Hulme (University of Glasgow, UK)
10. Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum, Mark Priestley (University of Stirling, UK), Gert Biesta (University of Luxembourg, Luxembourg) and Sarah Robinson (Aarhus University, Denmark)
11. High Stakes Assessment and New Curricula: A Queensland Case of Competing Tensions in Curriculum Development, Bob Lingard (University of Queensland, Australia) and Glenda McGregor (Griffith University, Brisbane, Australia)
12. A Curriculum for the Twenty-First Century?, Gert Biesta (University of Luxembourg, Luxembourg) and Mark Priestley (University of Stirling, UK)
Index
