- 1. Curriculum Ideologies, the National Curriculum and
Foundation Stage Year 2 07-8 Vanessa Young
2. Where do you stand?
- ... education is about helping children to get a good job
- it should be part of schooling to teach children to eat
healthily
- the curriculum should focus on the 3 Rs
- competition in school is a bad thing
3. The Curriculum (HMI 1989)
- A schools curriculum consists of all thoseactivities designed
within itsorganisational frameworkto promote theintellectual,
personal, social & physical developmentof its pupils. It
includes not only theformal programmeof lessons, but also
theinformalprogramme of so-called extra-curricular activities, as
well as those features which produce theschoolsethos , such as the
quality ofrelationships , the concern for equal opportunity,
thevalues exemplified in the way the school sets about its task and
the ways in which it isorganised and managed .
4. Ideology
- a broadinterlocked set of ideasandbeliefsabout the world held
by agroup of peopleoperating atvarious levelsin society and
invarious contextsand which is demonstrated in theirbehaviour
.
- Matheson & Limond (1999) on Marxist definition
5. Importance of ideologies
- mismatch what we say, what we do!.
6. 7. 8. 9. 10. 11. 12. Traditional and progressive philosophies
(CRE)
- Book knowledge & accuracy
- Experience & understanding
13. Strong feelings!
- those who support the traditional philosophy are not
old-fashioned, right-wing or reactionary: such descriptions are
terms of abuse used by progressives to vilify their opponents. In
fact, it could be argued that progressivism is old-fashioned: John
Dewey is its ideologicalguruand he is long dead! It should also be
emphasised that perhaps more than anything else, progressive
educationists fear objective testing, because they know that honest
measurement of results highlights the deficiencies of their
philosophy and its inherent methods of teaching.
- The Campaign for Real Education
14. So what?..........
- Any ideology has implications in terms of:
15. All young people should have the chance to experience top
quality culture Ed Balls Secretary of state for Education Five
hours of culture each week to be appendedto the curriculum. What is
implicitly being admitted in the new proposals is an ideological
flaw nothing less than the failure of government to educate Howard
Jacobson The independent 16.2.08 16. 4 key ideologies Morrison and
Ridley in Preedy (1989)
17. Progressivism
- Emphasis on:Individual child
- Subjects are a vehicle for learning
- Process orientated/integrated approach
- developing individual potential
18. Classical humanism
19. Reconstructionism
- catalyst of social change
20. Instrumentalism
- relevant to economic good
21. Four extracts
- Which of the ideologies described above are betrayed in the
following extracts?
22. Sources of extracts
- Rhodes Boysen (black paper) (1982)
- Department for Education and Skills: A strategy to 2006
(2003)
23. Your own ideology
- Reflect back on the questions posed earlier:
- 1. What is schooling for?
- 2. Name one thing you feel very strongly about in
education?
- What do your answers tell you about your own ideology?
24. The Foundation Stage Curriculum
- What ideology underpins the Foundation Stage curriculum?
- How does the Foundation Stage Curriculum differ from the
National Curriculum in terms of ideology?
- What are the implications of running the Foundation Stage in Yr
R and the NC in Yr 1?
25. Current developments
- The Curriculum in Successful Schools
www.ofsted.gov.uk/publications (2003)
- Excellence and enjoyment www.qca.gov.uk(2003)
- Creative Partnerships www.creative-partnerships.com
- Expecting the unexpected :developing creativity in Primary and
Secondary Schools www.ofsted.gov.uk/publications (2003 )
- Cross-curricular approaches
- Every Child Matterswww.everychildmatters.gov.uk
- Personalized Learning
(2007)www.standards.dfes.gov.uk/personalisedlearning
26. Ideologies and the NC
- there is a paradoxical relationship between the national
curriculum and the government's latest obsession, "personalised
learning".
- Janet Murray Tuesday February 12, 2008 The Guardian
27. Every Child Matters
- make a positive contribution
- achieve economic well-being.
- From OFSTED Framework for the inspection of childrens services
(2005)
28. What is education for? None of the political parties seems
to have a clue
- politicians are not selling education as an end in itself. They
are positioning it as a means of addressing wider social problems,
such as apathy, exclusion, obesity and disorder - and the list
grows longer by the day.
29. Conclusion
- maintain a critical stance - we are professionals not
technicians
- know what we think - integrity in the face of compromise
- hang on to what it means to be an educated person
- ride fashions in education