A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified further here in the UK by the ‘Rhodes must fall’... [...]
Curriculum, Assessment and Pedagogy
The aim of the Curriculum, Assessment and Pedagogy (CAP) SIG is to encourage and support research and other scholarly activity in the inter-related areas of curriculum, assessment and pedagogy across the 4 nations of the UK and internationally. One of the aspirations of the SIG is to re-ignite curriculum studies as a broad field. Examples of such work include attention to the important inter-relationship between these three ‘message systems’, for example the growing influence of assessment on curricula internationally, and attempts by governments and their agencies to prescribe pedagogy, in addition to curriculum, and assessment. Further examples of the work that the SIG encourages are:
- historical, theoretical and ideological influences on CAP;
- the impact of globalisation, policy borrowing, and nation state control;
- teacher and pupil agency;
- action research and practice;
- alternative visions of curriculum, assessment and pedagogy for the 21st century.
The intention is to hold seminars, workshops and other regular meetings in order to:
- share knowledge;
- plan presentations;
- develop networks to support publications and research proposals; and
- engage where possible with relevant policy and practitioner communities.
Latest SIG Content
Can biology A-levels be trusted to look after the future teaching of high quality ecological science?
‘The primary place in which to work at ecology is necessarily in the field’
Tansley (1952/1987) Most contemporary ecologists could not envisage a world without fieldwork. The ‘outdoor laboratory’ is where many of us... [...]
Language is the most ubiquitous and flexible of the meaning-making tools. As such, it is a teacher’s main pedagogic tool (Littleton & Mercer, 2013). ‘Classroom dialogue’ can be thought of as a very specific use of language, one that... [...]
Many teachers find it difficult to operationalise ideas from the literature and envisage ‘what it looks like in the classroom’. Teaching historical thinking and reasoning (HTR) is a good example of this. It has been an important educational... [...]
It has become increasingly apparent that being literate is a fundamental skill for citizens of the 21st century, just as it was in previous times, but also that new conceptualisations of what it means to be literate are needed, as the teaching of... [...]
Anthropomorphic robots are increasingly being used as a technology in early childhood settings, and they have been found to enhance social interaction (Tanaka, Cicourel & Movellan, 2007), support foreign language development (Mazzoni & Benvenuti,... [...]