An Aims-Based Curriculum
The Significance of Human Flourishing for Schools
- Publisher
UCL IOE Press - Published
26th March 2013 - ISBN 9780854739981
- Language English
- Pages 80 pp.
- Size 6.75" x 9.25"
Lots of countries around the world are experiencing revisions to their school National Curriculums. These curriculum changes nearly always proceed by starting with those school subjects that are already on the timetable. This book gives a single coherent argument from first principles that link the notion of human flourishing to the specifics of what schools should teach. The book looks at how to move towards aims-based curricula and at matters including the assessment of student learning, the training of teachers and the inspection regime for schools. It will interest those interested in educational policy and in the curriculum.
“[A]nyone interested in where education is going in the 21st Century should read this thought-provoking book.”
Anthony Tomei, Visiting Professor, King’s College, London, former Director - , Nuffield Foundation
“This exciting book gets rights to the heart of the international debate on the curriculum. The logic of an aims-based curriculum is pursued with clarity, and the challenge to curriculum designers is set out forcefully. This book should be required reading for any teacher about to review a school curriculum, or any government about to review a national curriculum.”
Dr. Brian Male, Director - , The Curriculum Foundation
“[L]ogically and impressively demonstrate[s] the implications for all young people, whatever their abilities and background.”
Professor Richard Pring, Green Templeton College - , University of Oxford
“This exciting book gets rights to the heart of the international debate on the curriculum. The logic of an aims-based curriculum is pursued with clarity, and the challenge to curriculum designers is set out forcefully. This book should be required reading for any teacher about to review a school curriculum, or any government about to review a national curriculum.”
Dr. Brian Male, Director - , The Curriculum Foundation
About the authors
Introduction
Part 1: Deriving the aims
Section A: A first mapping
Equipping every child to lead a personally flourishing life
The flourishing life itself
Basic needs
Personal qualities
Equipping every child to help others to lead a personally fulfilling life
Moral education
Education for citizenship
Education for work
Links between the aims
Broad background understanding
The next step
Section B: Making the aims more determinate
Broad background understanding
Equipment for personal flourishing
The flourishing life itself
Basic needs
Personal qualities
Equipment for altruism
Moral education
Education for citizenship
Education for work
Part 2: Aims into practice
Introduction
Generating more specific aims
Background aims: historical understanding
Background aims: scientific, mathematical, and technological understanding
Work-related aims: scientific, mathematical, and technological understanding
Conclusion
Overlapping aims
Implementing a fully aims-based approach
The case for, and limits of, state control
Division of responsibility: state and school
The scope of national aims
Aims-based planning within the school
Assessment
School inspection and teacher education
Facing political realities
Twenty practical suggestions
Conclusion
References
Index
Michael Reiss
Michael Reiss is Pro-Director: Research and Development and Professor of Science Education at the Institute of Education, University of London
John White
John White is Emeritus Professor of Philosophy of Education at the Institute of Education, University of London.