The English national curriculum values types of knowledge viewed as propositional (Burnard, 1996), formal (Moon and Leach, 2008) and powerful (Husbands, 2015). Furthermore, Hirsch's (1993) idea of a core knowledge curriculum has influenced the development of content within the curriculum. The implication this has on teaching and learning is considerable. Teaching style's could shift towards a more instructional approach with learning focused on the memorisation and recalling of content deemed to be powerful knowledge. In addition, teachers would be required themselves to have high levels of specialised subject knowledge in order to contextualise the curriculum content and relate it to their learners (Young, 2011). The goal of developing the English national curriculum was to raise educational standards and to make the system fairer to pupils from a disadvantaged background, through increased subject specific content knowledge. These objectives and processes follow international trends across curriculum planning (Sinnema and Aitken, 2013).
Teaching unions in England reacted negativity to the development of this curriculum (Vasagar, 2012) as they feel it singled out teachers as the main cause for perceived decreases in educational standards in England. Moreover, a leading think tank suggests the curriculum was developed void of input from leading educational experts. Overall, the changes seem to question the quality and role of teachers within the English education system (Bell, 2014).
Burnard, P. (1996) Acquiring Interpersonal Skills: A Handbook of Experiential Learning for Health Professionals, 2nd edn, London, Chapman & Hall.
Husbands, C. (2015) ‘Which Knowledge Matters Most?’, in Simons, J., Porter, N. (eds) Knowledge and the Curriculum A Collection of Essays to Accompany E. D. Hirsch’s Lecture at Policy Exchange, London, Policy Exchange, pp. 43–50.
Moon, B. and Leach, J. (2008) The Power of Pedagogy, London: Sage.
Sinnema, C. and Aitken, G. (2013) ‘Emerging International Trends in the Curriculum’, in Priestley, M. and Biesta, G. (eds) Reinventing the Curriculum: Emerging International Trends in the Curriculum, London, Bloomsbury.
Young, M. (2011) ‘What are schools for?’, Educação, Sociedade & Culturas, vol. 32, pp. 145-155.
Activity 6.7 The English national curriculum
The English national curriculum values types of knowledge viewed as propositional (Burnard, 1996), formal (Moon and Leach, 2008) and powerful (Husbands, 2015). Furthermore, Hirsch's (1993) idea of a core knowledge curriculum has influenced the development of content within the curriculum. The implication this has on teaching and learning is considerable. Teaching style's could shift towards a more instructional approach with learning focused on the memorisation and recalling of content deemed to be powerful knowledge. In addition, teachers would be required themselves to have high levels of specialised subject knowledge in order to contextualise the curriculum content and relate it to their learners (Young, 2011). The goal of developing the English national curriculum was to raise educational standards and to make the system fairer to pupils from a disadvantaged background, through increased subject specific content knowledge. These objectives and processes follow international trends across curriculum planning (Sinnema and Aitken, 2013).
Teaching unions in England reacted negativity to the development of this curriculum (Vasagar, 2012) as they feel it singled out teachers as the main cause for perceived decreases in educational standards in England. Moreover, a leading think tank suggests the curriculum was developed void of input from leading educational experts. Overall, the changes seem to question the quality and role of teachers within the English education system (Bell, 2014).
References
Bell, D. (2014) Michael Gove must stop fighting ‘The Blob’ and listen to the education experts [Online]. Available at https://theconversation.com/michael-gove-must-stop-fighting-the-blob-and-listen-to-the-education-experts-22659 (Accessed 10 January 2021).
Burnard, P. (1996) Acquiring Interpersonal Skills: A Handbook of Experiential Learning for Health Professionals, 2nd edn, London, Chapman & Hall.
Husbands, C. (2015) ‘Which Knowledge Matters Most?’, in Simons, J., Porter, N. (eds) Knowledge and the Curriculum A Collection of Essays to Accompany E. D. Hirsch’s Lecture at Policy Exchange, London, Policy Exchange, pp. 43–50.
Moon, B. and Leach, J. (2008) The Power of Pedagogy, London: Sage.
Sinnema, C. and Aitken, G. (2013) ‘Emerging International Trends in the Curriculum’, in Priestley, M. and Biesta, G. (eds) Reinventing the Curriculum: Emerging International Trends in the Curriculum, London, Bloomsbury.
Young, M. (2011) ‘What are schools for?’, Educação, Sociedade & Culturas, vol. 32, pp. 145-155.