Research, design, and critically evaluate a curriculum model for a primary school based on the current National Curriculum or EYFS framework

Curriculum Matters in Primary Education Task (100%): Research, design, and critically evaluate a curriculum model for a primary school based on the current National Curriculum or EYFS framework (4,000 words) Knowledge and Understanding: 1 Reflect upon, discuss, and evaluate social, theoretical and political influences on the construction of a primary school curriculum 2 Demonstrate developing knowledge of statutory curricular frameworks for primary or early years education Abilities: 1. Critically applies theory and policy to practice, selecting and evaluating national and international curriculum design 2. Critically evaluates the influences and constraints of their curriculum model This following is a suggested structure that might form the basis of your written paper: Introduction This should provide an overview of the key sections of your paper; arguments being made within each section, and key theorists/research used. What is Curriculum? In this section you need to critically analyse historical and current conceptualisation of curriculum. You need to look at historical and current theories and debates about curriculum. Within this, you need to discuss, theoretical, social and political influences. You will also need to imbed some critique of policy (Ofsted’s working definition of curriculum, notion of an ‘ambitious curriculum’ etc.). As we know, the concept of curriculum is a ‘slippery’ term (Au, 2011; Young, 2014): you need to illustrate this and critique curriculum issues and definitions. See also Wyse et al., (2013) for discussion on more recent debates on the so-called ‘crisis’ in the curriculum. For Historical perspectives and theorists, you might want to look at: Ralph Tyler (1949): Four steps to curriculum Model Hilda Taba’s 7-step model When considering sociological perspectives of Curriculum (such as Michael Young, Dennis Lawton, Michael Apple), you need to discuss how curriculum is socially constructed, the link between the distribution of power, the interests of the powerful and the curriculum (Young, 1999): i.e. when considering power and construction of the curriculum, this raises questions about ‘who selects?’ (Lawton, 1980, p. vii) and who is advantaged and disadvantaged from these selections. For more Contemporary research and discussion: Dominic Wyse Mark Priestly: a more constructive definition is to view school curriculum as ‘the multi-layered social practices’ (Priestley, 2019, p. 8). Curriculum making as a social practice, and curriculum as a ‘state of becoming’ – it has a temporal dimension (Lingard, 2021, pp. 31-32). 3 dimensions of curriculum. You may also want to draw on some wider definitions that fit your system i.e. if you are looking at democracy and education and the work of Dewey, you may draw upon his definition of curriculum. Remember: you need to critically analyse these definitions – draw out the strengths and weaknesses. 1 The role of Education and the Curriculum In this section you need to discuss historical and current arguments about the purpose of education. You need to discuss how popular notions of education as a progressive force continue to be advanced in official and popular discourse, presenting education as performing numerous positive functions for: 1. the individual 2. The economy, 3. Society (Simmons and Smyth, 2018). Many have benefited socially, culturally and economically from education. You need to consider historical shifts over time: what has the purpose of education been and why? What political, economic and/or social influences have shaped changes in education and the curriculum (see Simmons and Smyth, 2018, pp. 234-235). You might draw on some key historical events and policies where significant changes were made reshaping the purpose and role of education. For example, the shift from progressive ere of education and the so-called ‘secret garden of the curriculum’, James Callaghan’s speech which signalled a redefinition of the purposes of education away from a focus on the individual towards a focus on the needs of society, interpreted more narrowly as the needs of the economy, and the 1988 Education Reform Act and the introduction of the national curriculum onwards. Related to purpose of education is the question of ‘what is worthwhile?’ and the crucial political question is ‘who makes the selections?: Will pupils decide what to learn? What role will teachers have in curriculum matters? Will it be entirely in state hands? In the paper you need to critically discuss whether education should be controlled by government, who designs the curriculum and who receives it. You might place these discussions in the section BUT they may fit elsewhere. You will then need to move beyond historical and contemporary purposes of education towards a critical discussion on the future role of education and the purpose of curriculum. We need education systems that develop knowledge and understanding of the complex worlds – social and natural – inhabited by diverse populations, and which go beyond a narrow focus on the development of competencies (Priestley & Philippou, 2019, pp. 1-2). You might want to discuss the OECD (2018) that identified three important roles for the future of education: 1. Environmental – for example climate change and degradation of natural resources. 2. Economic – for instance creating inclusive and sustainable economic models that do not marginalise whole populations. 3. Social – for example dealing constructively with issues relating to migration and increasing social diversity. Here you need to put forward your aims of education: Economic? social cohesion? knowledge? Collective/personal empowerment? Cultural Transmission? Preparation for Citizenship? Preparation for work? Democratic education/critical consciousness? Sustainable literacy? You need to clearly articulate and justify (using theory and relevant research) the values, purpose and influences underpinning your curriculum design – these are your core aims/dimensions/guidelines for education and the curriculum. These will underpin your argument and curriculum model throughout, so you need to consider how they translate into practice and the strengths and weaknesses of them. The Formal Curriculum: In this section, you need to show an understanding of historical and current policy on the National Curriculum or EYFS. You need to consider theoretical, social, and political influences. You also need to show an understanding of the statutory curriculum (NC or EYFS) e.g. Ofsted’s drive to construct an ‘ambitious’ curriculum (see Parker & Leat, 2021). Within this section you will need to consider (these should be reflective of your aims):  A national or common curriculum?  Will there be core/Foundation Subjects? Will you challenge the divide, if so why? ( 2  What subjects will be taught? Will there be any changes, again, if so why? These changes should be reflective of your aims. E.g. if one of your aims of education is about sustainability, you may add subjects about global and social matters. If it is about social justice, you may place critical literacy at the heart of the curriculum. Remember, there are only so many hours in the day, you must justify choices and consider strengths and limitations of including/ excluding subjects (see Lawton,1973, p.124-125). You will need to consider your curriculum in practice- the strengths and weaknesses of this. Relevant here are discussions around the neoliberalisation of schooling and how, perhaps, you are challenging/refashioning these. You might want to discuss:  Increasing constraints imposed on schools both nationally and locally (Ball, 1987).  Ball (2008): 2 policy technologies driving contemporary schooling.  Consequences of neoliberal regimes and discourse include pressures on teachers to teach to the test, consequently narrowing the curriculum (Priestley, 2010, p. 2).  Pedagogical styles: traditional or progressive? Does this challenge current pedagogy or reinforce it? And why this particular approach?  The term ‘delivery’: teachers are expected to deliver policy, deliver learning outcomes, deliver curricular entitlements(Priestley and Philippou, 2018).  Narrow conceptualisations of implementation constrain the development of more sophisticated understandings about how curriculum is made in diverse settings and about how curriculum making occurs as a non-linear recontextualisation process (Bernstein, 2000) (see Priestley and Philippou, 2018, p153).  See Lingard (2013) for a discussion of ‘economisation’ of schooling policy, pre-packaged curriculum, deskilling of teacher etc. In this section you might also want to discuss curriculum as a process, product, or praxis – which your module is reflective of and the strengths and weaknesses of this. The Hidden Curriculum: The formal curriculum inculcates particular forms of skill and knowledge – ‘know-how’ – learning to read and write, together with learning other skills and subject areas (Althusser, 1971). The hidden curriculum reproduces and instils specific workforces with expected and acceptable attitudes, desired behavioural norms, and personality characteristics – the ‘rules of good behaviour’ In this section you need to consider the social context: the hidden curriculum. You need to give consideration to relations and practices, social structures within schooling: you might want to consider here the effects of certain culture, class, ‘race’ and ethnicity. Will broader structures of the school be imposed on pupils in, will relations be authoritative? Or will you take a more relational approach? You must justify your approach to the hidden curriculum and this should be reflective of your aims and other aspects of the formal curriculum. Conclusion: This section should summarise main arguments throughout and pose some recommendations for practice/theory/broader economic, political, educational structures. You might want to consider: o Young’s distinction between a ‘curriculum of the past’ and a ‘curriculum for the future’ is useful in understanding the extent to which existing curricula reflect past social divisions rather than current trends and possibilities (Young, 1999, p.10). o What qualifications teachers need? Do any broader structural changes needed to be made to contemporary capitalist society? o What about ITT? Do changes need to be implemented here? o Do challenges need to be made to assessment/testing/ examination regime? ****Points to note throughout****: In the paper you need to compare and contrast at least one national model of curriculum and one international model of curriculum.