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Exploring curriculum principles and practice
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- Anglia Ruskin University (ARU)
Exploring curriculum principles and practice
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Exploring Curriculum | MOD001300SID |
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MY LEARNING JOURNAL
INTENDED LEARNING OUTCOMES;
Show knowledge and understanding of different curricula models and frameworks
and their underlying philosophical principles.
Demonstrate an ability to evaluate the implementation of curricula in relation to
the complex issue of supporting development.
Show an informed appreciation of the strengths and limitations of the ways in
which learning is supported by educators.
Engage critically with the planning, implementation and assessment of play and / or
learning activities.
, EXPLORING CURRICULUM – PRINCIPLES AND PRACTICE
MY LEARNING JOURNAL
1. WHAT IS CURRICULUM?
Before I started this module I thought that a curriculum was a programme of study that pupils
undertake within their particular school - however upon researching into the subject further I realise it
is much more than just this. I found that the word curriculum stems from the Latin word for race or
racecourse, from which it came to mean course, and has been adapted to mean study or syllabus.
Today the word has a much wider meaning than ‘the subjects that make up a course of study within a
school or college’ (Soanes and Stevenson, 2005) and many theorists argue over the true meaning behind
the word in relation to today’s schooling. This may be because over the past years the curriculum has
evolved with political, economic and social contexts all having their influences. An example could be
Kerr (1968) who defined curricula as all the learning that’s planned and guided by the school, whether
it’s carried out in groups or individually, inside or outside the school (Kelly 1999, Pg. 10). This suggests
that a curriculum isn’t just the subjects that pupils learn, but also the way in which they learn it and
where the learning takes place. From this, Kelly (1999) adapted the view of curriculum suggesting it
should not only reflect the scheme of work, but should also incorporate the whole learning experience
providing a liberating experience for the students. In the 6th edition, Kelly (2009) also incorporates the
idea that in a democratic society the curriculum should focus on promoting the freedom of thought and
respect for others within their everyday planned schooling activities.
Within the UK there are 4 current curricula. The National
Curriculum was introduced in 1988 following the “The EYFS framework is mandatory for all early years
Education Reform Act, as a means to ensure that all providers including maintained schools, non-
state schools in England, Northern Ireland and Wales maintained schools, independent schools, and all
have a common curriculum. It applies to all state schools providers on the Early Years Register. The learning
under Local Education Authorities, excluding and development requirements are given legal force
by an Order made under the Childcare Act 2006. The
independent schools which can set their own curricula.
safeguarding and welfare requirements are also given
The EYFS is a statutory framework that all early year legal force by Regulations made under the Childcare
providers must meet. This includes providing a secure Act 2006”. (The department for Education 2012)
foundation for early childhood learning and empowering
equality of access to education to children aged 5 and
under.
During the course of my learning journal I will be exploring the uses of different curricula and the
underlying philosophies behind them. I will explore curriculum designers such as Steiner, Montessori
and Reggio Emilia and the framework used to regulate their approaches within schools. I hope to
discover the different techniques used within each curriculum to best promote children’s learning and
development and learn how I may be able to apply them within my own practice. As well as this I hope
to development my knowledge in the implementation and assessment of play and guided learning
activities.
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