Learning loss or learning disruption?
Alarm has been expressed about the likely impact of Covid-19 on children’s academic achievement with terms such as ‘closing the gap’, ‘learning loss’ and ‘catch up’ permeating...
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Researching Curriculum Subjects: understanding how teachers plan, design, and lead the curriculum
This series of seminars addresses the knowledge base of the curriculum, and the issue of teachers’ pedagogic and subject knowledge in curriculum making. It replaces a face-to-face event planned...
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...
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...
Interactions between curriculum development and teacher professional learning
It is often assumed that teacher professional knowledge is sufficient to undertake curriculum development and that curriculum focused CPD is about practical curriculum making, rather than a...
Curriculum makers and thinkers: the case for curriculum studies in teacher education
Teachers’ planning and design of the curriculum often brings into question how they learn to do this important task and how and their role in curriculum making is shaped. In this talk I discuss...
Developing English in primary schools through a mastery approach
Andrew Truby founded the Mastery English programme at St Thomas of Canterbury School in Sheffield to address the need for a high-quality English curriculum for primary schools based around...
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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