The secondary curriculum design handbook :: preparing our children for their futures /
Schools across the world are struggling to balance the statutory requirements of a national curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need. Concerns about standards often lead to a narrowing of the curriculum and many schools lack the...
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London ; New York, NY :
Continuum International Pub. Group,
©2012.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Schools across the world are struggling to balance the statutory requirements of a national curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need. Concerns about standards often lead to a narrowing of the curriculum and many schools lack the confidence and approach to design that would enable them to resolve what seems like an impossible dilemma. In this authoritative yet engaging book, Brian Male and Mick Waters look at how schools can meet the requirements of a national curriculum and yet be flexible enough to meet the needs, interest. |
| Beschreibung: | 1 online resource (viii, 210 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1441110747 9781441110749 9781472926746 1472926749 |
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| 245 | 1 | 4 | |a The secondary curriculum design handbook : |b preparing our children for their futures / |c Brian Male and Mick Waters. |
| 260 | |a London ; |a New York, NY : |b Continuum International Pub. Group, |c ©2012. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges. | |
| 505 | 8 | |a So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem. | |
| 505 | 8 | |a And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects. | |
| 505 | 8 | |a What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence. | |
| 505 | 8 | |a Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle. | |
| 520 | |a Schools across the world are struggling to balance the statutory requirements of a national curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need. Concerns about standards often lead to a narrowing of the curriculum and many schools lack the confidence and approach to design that would enable them to resolve what seems like an impossible dilemma. In this authoritative yet engaging book, Brian Male and Mick Waters look at how schools can meet the requirements of a national curriculum and yet be flexible enough to meet the needs, interest. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Curriculum planning. |0 http://id.loc.gov/authorities/subjects/sh85034895 | |
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| 650 | 0 | |a Curriculum planning |z Great Britain. | |
| 650 | 0 | |a Education, Secondary |x Curricula |z Great Britain. | |
| 650 | 6 | |a Enseignement secondaire |x Programmes d'études. | |
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| adam_text | |
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| author | Male, Brian |
| author2 | Waters, Mick |
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| callnumber-first | L - Education |
| callnumber-label | LB2806 |
| callnumber-raw | LB2806.15 .M338 2012 |
| callnumber-search | LB2806.15 .M338 2012 |
| callnumber-sort | LB 42806.15 M338 42012 |
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| collection | ZDB-4-EBA |
| contents | Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges. So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem. And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects. What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence. Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle. |
| ctrlnum | (OCoLC)823577734 |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 375 - Curricula |
| dewey-raw | 375/.001 |
| dewey-search | 375/.001 |
| dewey-sort | 3375 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| geographic | Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP |
| geographic_facet | Great Britain |
| id | ZDB-4-EBA-ocn823577734 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:25:07Z |
| institution | BVB |
| isbn | 1441110747 9781441110749 9781472926746 1472926749 |
| language | English |
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| physical | 1 online resource (viii, 210 pages) : illustrations |
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| publishDate | 2012 |
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| publisher | Continuum International Pub. Group, |
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| spelling | Male, Brian. The secondary curriculum design handbook : preparing our children for their futures / Brian Male and Mick Waters. London ; New York, NY : Continuum International Pub. Group, ©2012. 1 online resource (viii, 210 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Print version record. Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges. So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem. And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects. What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence. Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle. Schools across the world are struggling to balance the statutory requirements of a national curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need. Concerns about standards often lead to a narrowing of the curriculum and many schools lack the confidence and approach to design that would enable them to resolve what seems like an impossible dilemma. In this authoritative yet engaging book, Brian Male and Mick Waters look at how schools can meet the requirements of a national curriculum and yet be flexible enough to meet the needs, interest. English. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, Secondary Curricula. http://id.loc.gov/authorities/subjects/sh2009124660 Curriculum planning Great Britain. Education, Secondary Curricula Great Britain. Enseignement secondaire Programmes d'études. Enseignement secondaire Programmes d'études Grande-Bretagne. Secondary schools. bicssc School governors & school boards. bicssc Curriculum planning & development. bicssc EDUCATION Curricula. bisacsh Curriculum planning fast Education, Secondary Curricula fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Electronic book. Waters, Mick. Print version: 9781441108623 1441108629 (DLC) 2011048917 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=964291 Volltext |
| spellingShingle | Male, Brian The secondary curriculum design handbook : preparing our children for their futures / Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges. So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem. And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects. What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence. Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, Secondary Curricula. http://id.loc.gov/authorities/subjects/sh2009124660 Curriculum planning Great Britain. Education, Secondary Curricula Great Britain. Enseignement secondaire Programmes d'études. Enseignement secondaire Programmes d'études Grande-Bretagne. Secondary schools. bicssc School governors & school boards. bicssc Curriculum planning & development. bicssc EDUCATION Curricula. bisacsh Curriculum planning fast Education, Secondary Curricula fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85034895 http://id.loc.gov/authorities/subjects/sh2009124660 |
| title | The secondary curriculum design handbook : preparing our children for their futures / |
| title_auth | The secondary curriculum design handbook : preparing our children for their futures / |
| title_exact_search | The secondary curriculum design handbook : preparing our children for their futures / |
| title_full | The secondary curriculum design handbook : preparing our children for their futures / Brian Male and Mick Waters. |
| title_fullStr | The secondary curriculum design handbook : preparing our children for their futures / Brian Male and Mick Waters. |
| title_full_unstemmed | The secondary curriculum design handbook : preparing our children for their futures / Brian Male and Mick Waters. |
| title_short | The secondary curriculum design handbook : |
| title_sort | secondary curriculum design handbook preparing our children for their futures |
| title_sub | preparing our children for their futures / |
| topic | Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, Secondary Curricula. http://id.loc.gov/authorities/subjects/sh2009124660 Curriculum planning Great Britain. Education, Secondary Curricula Great Britain. Enseignement secondaire Programmes d'études. Enseignement secondaire Programmes d'études Grande-Bretagne. Secondary schools. bicssc School governors & school boards. bicssc Curriculum planning & development. bicssc EDUCATION Curricula. bisacsh Curriculum planning fast Education, Secondary Curricula fast |
| topic_facet | Curriculum planning. Education, Secondary Curricula. Curriculum planning Great Britain. Education, Secondary Curricula Great Britain. Enseignement secondaire Programmes d'études. Enseignement secondaire Programmes d'études Grande-Bretagne. Secondary schools. School governors & school boards. Curriculum planning & development. EDUCATION Curricula. Curriculum planning Education, Secondary Curricula Great Britain Electronic book. |
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