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Curriculum: Organising knowledge for the classroom third edition addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational system in line with a democratic and globally competitive society.

This text contains South African Institute of Distance Education (Saide) endorsed content that is practical and relevant in its approach as well as a series of case studies on a fictional school called Goniwe Primary that explore the different approaches to curriculum. Activity and thinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory.

Curriculum: Organising knowledge for the classroom third edition addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational system in line with a democratic and globally competitive society.

This text contains South African Institute of Distance Education (Saide) endorsed content that is practical and relevant in its approach as well as a series of case studies on a fictional school called Goniwe Primary that explore the different approaches to curriculum. Activity and thinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory.

Features

  • South African Institute of Distance Education (SAIDE) endorsed content.
  • Content that is practical and relevant in its approach.
  • Focus on South African specific educational problems, and practical feedback and solutions.
  • An in-depth, participatory, conversational approach.

Section 1: Introducing the book
1.1How does this book aim to teach?
1.2How should you study this book?
1.3What is education for?
Section 2: What is curriculum?
2.1Introduction
2.2The intended curriculum: Curriculum-as-plan
2.3The enacted curriculum: Curriculum-in-practice
2.4The assessed curriculum
2.5Conclusion
Section 3: How does curriculum development happen?
3.1Introduction
3.2 Producing curriculum plans
3.3Form and structure of different curriculum plans
3.4Thinking politically about the curriculum
3.5Assumptions underpinning different curriculum development models
Section 4: How is knowledge organised in a curriculum?
4.1Introduction
4.2Shifting forms of knowledge organisation
4.3Powerful knowledge
4.4 School knowledge and everyday knowledge
Section 5: How is the curriculum enacted in practice?
5.1Introduction
5.2Revising the enacted curriculum
5.3Beginning to analyse the enacted curriculum
5.4Analysing pedagogy: The specialisation of time, space and text
5.5Analysing pedagogy: Framing
5.6Reproducing inequalities through pedagogy
5.7Conclusion
Section 6: How has the South African curriculum been made?
6.1Introduction
6.2Educational ideologies
6.3Curriculum in apartheid South Africa
6.4Curriculum 2005
6.5The National Curriculum Statement
6.6The Curriculum and Assessment Policy Statement (CAPS)
6.7Further reading
Section 7: How is the curriculum assessed?
7.1Introduction
7.2What part does assessment play in curriculum?
7.3What are the different dimensions and forms of assessment?
7.4Purposes of assessment
Section 8: The readings
8.1Five basic orientations to the curriculum
8.2The Nature of curriculum
8.3Making educational judgements: Reflections on judging standards of intended and examined curricula
8.4Models of curriculum planning
8.5A process model of curriculum
8.6Michigan Curriculum Framework
8.7Singapore Science Syllabus
8.8Curriculum 2005: Finding a balance between school and everyday knowledges
8.9On the curriculum
8.10A South African curriculum for the twenty-first century: Report of the Review Committee on Curriculum 2005
8.11Learning and teaching in Grade Ten History classrooms at a time of curriculum reform
8.12The reproduction of social class differences through mathematics pedagogies in South African primary schools
8.13Existing state curriculum practices
8.14Excerpts from the Report of the Task Team for the Review of the Implementation of the National Curriculum Statement
8.15Conversations with the mathematics curriculum: testing and teacher development
8.16Some uses of large scale testing in South Africa: The case of the WCED test programme
Suitable for students taking undergraduate courses in Curriculum Studies as part of their B.Ed degree. Will also benefit PGCE, B.Ed Honours and ACE level Curriculum Studies students.
SAIDE: Curriculum 3e
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  • SAIDE: Curriculum: Organizing Knowledge for the Classroom 3e



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