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ERIC Number: EJ1105421
Record Type: Journal
Publication Date: 2016-Jul
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1365-4802
EISSN: N/A
The "Curriculum Challenge": Moving towards the "Storyline" Approach in a Case Study Urban Primary School
Nuttall, Amanda
Improving Schools, v19 n2 p154-166 Jul 2016
This article draws on an inquiry into the design and implementation of the curriculum in a case study urban primary school in the north of England. In response to the introduction of the revised National Curriculum in September 2014, teachers and the school head engaged in a critical discourse around their perceptions of students' attainment and engagement across the curriculum, and explored alternative curriculum design and pedagogies. Supported by "academic partners", teachers were introduced to the "Storyline" approach and encouraged to consider a shift from a rigid and functional curriculum towards more flexible approaches which emphasise problem solving, critical literacy and communication in multiple form. The argument presented here is twofold: first, it is suggested that moving towards more "open architectures" improves students' engagement with learning by reducing teaching to the test and creating more socially responsive and real-life learning experiences; this is then contrasted with current "top-down" models of prescriptive curriculum design tied to a raft of high-stakes standardised tests which constrains teachers' efforts to engage in this process.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)
Grant or Contract Numbers: N/A