The journal of aesthetic education |
Pubbl/distr/stampa | Champaign, Ill., : University of Illinois Press, 1966- |
Disciplina | 701 |
Soggetto topico |
Aesthetics
Education, Secondary - Curricula Esthétique Enseignement secondaire - Programmes d'études Szkolnictwo średnie Kunstzinnige vorming |
Soggetto genere / forma |
Czasopismo pedagogiczne
Periodicals. |
ISSN | 1543-7809 |
Formato | Materiale a stampa |
Livello bibliografico | Periodico |
Lingua di pubblicazione | eng |
Altri titoli varianti |
Aesthetic education
JAE |
Record Nr. | UNINA-9910134135903321 |
Champaign, Ill., : University of Illinois Press, 1966- | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The secondary curriculum design handbook : preparing our children for their futures / / Brian Male and Mick Waters |
Autore | Male Brian |
Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2012 |
Descrizione fisica | 1 online resource (225 p.) |
Disciplina | 375/.001 |
Soggetto topico |
Curriculum planning
Education, Secondary - Curricula Curriculum planning - Great Britain Education, Secondary - Curricula - Great Britain |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4411-5998-3
1-283-94844-3 1-4411-1074-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges
So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle So how does a school make sense of all of these qualifications? |
Record Nr. | UNINA-9910463234903321 |
Male Brian | ||
London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The secondary curriculum design handbook : preparing our children for their futures / / Brian Male and Mick Waters |
Autore | Male Brian |
Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2012 |
Descrizione fisica | 1 online resource (225 p.) |
Disciplina | 375/.001 |
Soggetto topico |
Curriculum planning
Education, Secondary - Curricula Curriculum planning - Great Britain Education, Secondary - Curricula - Great Britain |
ISBN |
1-4411-5998-3
1-283-94844-3 1-4411-1074-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges
So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle So how does a school make sense of all of these qualifications? |
Record Nr. | UNINA-9910786093603321 |
Male Brian | ||
London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The secondary curriculum design handbook : preparing our children for their futures / / Brian Male and Mick Waters |
Autore | Male Brian |
Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2012 |
Descrizione fisica | 1 online resource (225 p.) |
Disciplina | 375/.001 |
Soggetto topico |
Curriculum planning
Education, Secondary - Curricula Curriculum planning - Great Britain Education, Secondary - Curricula - Great Britain |
ISBN |
1-4411-5998-3
1-283-94844-3 1-4411-1074-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges
So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle So how does a school make sense of all of these qualifications? |
Record Nr. | UNINA-9910824683103321 |
Male Brian | ||
London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|