Bedford Way Papers Series 40

An Aims-Based Curriculum

The Significance of Human Flourishing for Schools

Paperback
March 2013
9780854739981
More details
  • Publisher
    UCL IOE Press
  • Published
    26th March 2013
  • ISBN 9780854739981
  • Language English
  • Pages 80 pp.
  • Size 6.75" x 9.25"
$24.95

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.