The Curriculum Design Coherence Model
This presentation by Elizabeth Rata introduces the Curriculum Design Coherence Model (CDC Model) being trialled in the Knowledge-Rich School Project in New Zealand and England. She describes the...
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Curriculum Design for Deep learning
In this presentation Dr Graham McPhail discusses some recent research in the area of curriculum design using a model developed at the University of Auckland, Aotearoa New Zealand The model aims...
Researching curriculum in early years education: An Eastern perspective
Curriculum is a key indicator of early childhood education and care quality. Meanwhile, early years curriculum is a cultural practice shaped by various contextual actors and drivers. To understand...
Exploring Subject Knowledge Structures in Curriculum Design
Paying attention to knowledge structures within curriculum design is an area that has been under-researched in relation to teacher development. As a consequence, some curricula suffer from...
Head, heart, and hands – a developmental curriculum
The Steiner Waldorf Schools Fellowship works with Steiner schools to translate and articulate a 100-year-old curriculum tradition in the 21st Century. In this presentation, Kath and Martyn talk...
Powerful knowledge: a 3-Dimensional approach to curriculum making
This session discusses how XP School Trust, Doncaster, is enacting a curriculum designed to develop effective learners and learning, in which equal importance is given to the creation of...
Who is Australian? Textbooks continue to exclude Black, Indigenous and people of colour from Australianness
Both the explicit and implicit messages that schoolchildren receive from their textbooks matter. My research focuses on race and national belonging and how these have changed from the 1950s to the...
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National curriculum policy in Norway and Brazil
In an article recently published in the Nordic Journal of Comparative and International Education, we compared how national curriculum policy, in Norway and Brazil, adopted the global logic of...
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Rethinking class size: The complex story of impact on teaching and learning
The enduring argument over class size is one of the most contested in education. The argument is between many teachers and practitioners who feel that class size makes a big difference to teaching...
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Entanglements of writing and matter: Towards less human-centred practices
Over the last decade, the humanities and social sciences have become increasingly interested in the nonhuman (animals, plants, non-living objects) as having agentic and performative capacities. By...
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Curriculum integration can support the development of powerful knowledge in education
On 20th March 2015, an article published by the Independent (Garner, 2015) claimed that Finnish schools had scrapped school subjects and replaced them with topics. Ever since then Finland has been...
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Empathy and engagement from a distance: Three learning delivery options in an uncharted terrain
My understanding of the uncharted terrain that ensued from January 2020 in China and March 2020 the world over is that human in-person mobility and interaction outside homes has been completely...
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