Curriculum Knowledge

Learning and teaching in the subject

(Art & Design and Design & Technology)

Please sit in your regular seat

The Sutton Trust influenced Government education policy

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Question 1: “What makes great teaching?”

The six components of great teaching

1. (Pedagogical) content knowledge (Strong evidence of impact on student outcomes)

2. Quality of instruction (Strong evidence of impact on student outcomes)3. Classroom climate (Moderate evidence of impact on student outcomes)4. Classroom management (Moderate evidence of impact on student outcomes)5. Teacher beliefs (Some evidence of impact on student outcomes)6. Professional behaviours (Some evidence of impact on student outcomes)

(Coe, et al. 2014)

“What makes great teaching?”

(Pedagogical) content knowledge

as defined by (Shulman 1987)

A teacher’s subject knowledge is an

“extremely important influence on pupil attainment”.

Hattie (2009) cited in (Pollard, et al. 2014a, p.258)

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Session aim (learning objective)

KQ: why do we need to understand how to interpret the curriculum?

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By the end of the session you should be able to:– define the principles of curriculum provision and the elements of learning

(knowledge),– identify knowledge, concepts, skills and attitudes related to schemes of work

(comprehension) and– interpret current subject knowledge in relation to curriculum aims (application).

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What do you know already about the subject curriculum you are training to teach?

Recall the aims for your subject curriculum?

A&D The national curriculum for art

and design aims to ensure that all pupils:

•produce creative work, exploring their ideas and recording their experiences

•become proficient in drawing, painting, sculpture and other art, craft and design techniques

•evaluate and analyse creative works using the language of art, craft and design

•know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

D&T The national curriculum for

design and technology aims to ensure that all pupils:

•develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

•build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

•critique, evaluate and test their ideas and products and the work of others

•understand and apply the principles of nutrition and learn how to cook.

(Department for Education (DfE) 2014)

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Three ways of thinking about curriculum

(1) official,

(2) hidden and

(3) experienced.

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Principles of curriculum

• The nature of knowledge,

• The needs of the learner, and crucially

• The interactions between them.

(Pollard, et al. 2014a, p.235)

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Reflective Activity 9.1

To examine statements of aims and values presented in National Curriculum and school documentation

Aim– To examine statements of aims and values presented in National Curriculum

and school documentation.

Evidence and reflection– Are aims and values explicitly stated within the National Curriculum and school

documentation at your disposal?– If so, are the aims consistently supported by the stated underlying values? – What vision of education do you derive from reading these statements?– If not, can you derive some of the core aims and values from an examination of

the curriculum advice presented in the documentation?

(Pollard, et al. 2014b)

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Aims and values

• Breadth

• Balance

• Connection

• Coherence

• Congruence

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Elements of learning

• Knowledge

• Concepts

• Skills

• Attitudes

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Reflective activity 9.3

Aim– To consider knowledge, concepts, skills and attitudes in schemes of work.

Method– Select topics within a programme of study in a subject area. Working on your

own or preferably with a colleague, identify and list the knowledge, concepts, skills and attitudes, which are targeted for development.

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TOPICS Knowledge Concepts Skills Attitudes

Reflection activity 9.4

Aim– To consider the idea of transformations when preparing to teach.

Method• For a particular lesson or series of lessons focus specifically on what you know about the content

and what you want your pupils to learn about the content. If teaching materials are prescribed, review them in the light of your understanding of the subject matter.

• How do you represent your personal understanding of this content? How might you make it meaningful for your pupils?

• Consider some ways in which you might transform the content. How might you introduce ideas/concepts/principles?

• How can you best move pupils from what is known or familiar to new knowledge?

• Are there any strategies, activities or tasks which seem particularly appropriate?

• What makes you think they will work?

• Are there parts of the learning where pupils may misunderstand or be mislead? How might you avoid this?

• What language will you use?

• How will you approach any subject-specialist language?

• If possible discuss your ideas for transformations with another teacher or student teacher.

(Pollard, et al. 2014a, p.261)

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References

– Coe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great teaching? Review of the underpinning research.

– Department for Education (DfE), 2014. National curriculum [online]. Gov.UK. Available at: https://www.gov.uk/government/collections/national-curriculum [Accessed 11/03 2014].

– Department of Education and Science, 1985. <br />The Curriculum from 5 to 16 <br />HMI Series: Curriculum Matters No. 2 [online]. London: Her Majesty's Stationery Office 1984-9. Available at: http://www.educationengland.org.uk/documents/hmi-curricmatters/index.html [Accessed 11/03 2014].

– Pollard, A., Black-Hawkins, K., Hodges, G.C., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P. and Winterbottom, M., 2014a. Reflective Teaching in Schools. Bloomsbury Publishing.

– Pollard, A., Black-Hawkins, K., Hodges, G.C., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P. and Winterbottom, M., 2014b. Reflective Teaching in Schools (online) [online]. Bloomsbury Publishing. Available at: http://reflectiveteaching.co.uk/ [Accessed 11/03 2014].

– Shulman, L.S., 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, , 4-14.

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