The Curriculum in Action
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 10 sides of A4 (or less)
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Overall aim of this chapter: to give the reader an idea of why people talk about curriculums and why they are important. We need to show them ways of making the curriculum come alive - making them dynamic, socially negotiated etc. What makes a good curriculum? Something covering the social and hidden curriculum; thus illustrating the importance of allowing people to educationally interact and learn informally via creating social space (eg the added value of residential courses/trips over half/one day events)What is it; definitions including formal, informal and the hidden curriculum; Skilbeck model (teaching made easy by Ruth Chambers)
- Curriculum vs Syllabus - what's the difference?
- What is a curriculum: planning the "educational/learning journey"
- Difference between a curriculum and a syllabusWhat are we trying to achieve: general instructional outcomes
- Principles of curriculum design: eg teacher vs learner centred and content vs process orientation (+ pros and cons of each axis); the curriculum in terms of facts, concepts and values,
- Curriculum Planning and Design - including the SPICES model, Coles Model; balancing what they (the learners) want versus what you (the teacher) knows they need to know (because you've been through the whole process)
- Instructional Objectives
- what goes in; the curriculum in relation to half/day release
- The Educational Paradigm/Triangle
- A bit about Evaluation - to redefine the Curriculum (= 'the dynamic curriculum in action' which adapts to the changing needs of learners in response to the changing needs of society)
- Note: the SPICES model can be used in 2 ways: either to create or evaluate a curriculum
- A bit about the nMRCGP curriculum and how it relates to this theory:
- nMRCGP curriculum: there are different subsets to the overall curriculum
nMRCGP Curriculum by content - the knowledge part that trainees see
nMRCGP Curriculum by process - the comptencies that we (the educators) have to assess against
nMRCGP curriculum by structure: cant think of an example here