A Curriculum Planning Tool

Sue Lyle brings you the curriculum planning tool for the Climate Change Special Edition of Creative Teaching & Learning!

If Education for Sustainable Development and Global Citizenship is to be embedded across the curriculum we need a plan. Since I began writing curriculum materials in 1985, I have researched and developed a curriculum planning tool that has proved helpful to teachers.

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      string(5789) "40Arctic StorieS l Cross CurriCulum ProjeCt PlanTeaching Thinking&CreativityCurriculum ChangeCurriculum 2008 in both England and Wales bringssignificant changes to the content and presentationof the curriculum which provide both opportunitiesand challenges to schools.  In ‘Making The Most ofLearning’, the Welsh Assembly government  calls fora ‘learner-centred curriculum’ which is ‘meaningful,relevant and motivating’ (DCELLS, 2008).  In planningfor pupils’ learning the development of skills is now atthe heart of the curriculum.  The revised orders reduceprescription and leaves schools free to organise anddeliver the curriculum in the way that best suits theircircumstances and needs.  Schools are encouragedto seek more imaginative and innovative ways oforganising and managing curriculum content.  Athematic or topic approach is recommended where twoor more subject areas may plan together to develop ascheme of work that engages the pupils and promotesskills development.  The new curriculum aims to beup-to-date and motivating for all learners.  Althoughthe subject content is reduced, the key changes come inthe pedagogy, the HOW of classroom organisation andmanagement.Learning And TeachingAfter thirty years of a focus on curriculum whereteachers have been encouraged to think of themselvesas teachers of subjects rather than children, the newcurriculum wants teachers to focus on the learner.This has implications for teachers’ understanding ofhow children learn and how to motivate them.  A keyIntroducingArCTIC STorIeSIn this set of activities Sue Lyle and Maggy Roberts show how a thematic approachto teaching can be developed using both Egan’s Romantic Framework and a skills-based approach to curriculum planning.  The activities are designed to meet thedemands of Curriculum 2008 for the 8-13 age range and incorporate thinking,communication and ICT skills.  The activities are part of a new pack, ‘Arctic Stories’soon to be published by Imaginative Minds.pedagogic tool is collaborative learning, where learnerslearn from each other in pairs and small groups, whereactive and interactive learning drives curriculumplanning, not content. Planning  should thereforetake account of how collaborative tasks can developpupils’ thinking skills, especially questioning, planning,problem-solving, creative and critical thinking.A Thematic ApproachIn this issue of ‘Teaching Thinking’ we draw on Egan’sRomantic Framework (1991) to inform curriculumplanning using a thematic approach.  Examples ofactivities come from an active learning pack, ‘ArcticStories’ which will soon be available to buy.  The packdemonstrates the use of collaborative learning strategiesto promote pupils’ thinking and communicationskills.  The extracts can be used as part of a study ofVictorian Britain and can therefore be part of the historycurriculum.  It is also linked to geography and scienceand incorporates active citizenship and education forsustainable development and global citizenship (ESDGC).The use of ICT, thinking and communication skills is builtinto all activities.The stories take place in 1873. The first story is thatof the Inuit in the Arctic whose lives depended onthe mammals of the sea.  The second story is one of aseaman in Victorian Scotland who, when faced with theworkhouse, decided to take a job on a whaling ship.  Thethird story is that of a time traveller from 2008 who cantravel back to 1873 and tell the Inuit and Victorian sailorsabout the future. 41Teaching Thinking&CreativityArctic StorieS l Cross CurriCulum ProjeCt PlanThe romantic FrameworkSue has provided a detailed account of the RomanticFramework in her discussion of Egan on P31.  For thepurpose of these activities we use Egan’s ‘The Story FormModel’ (1986:41) which provides a useful curriculumplanning tool that encourages teachers to see lessonsor units of lessons as ‘good stories to be told ratherthan sets of objectives to be obtained’ (p.3).   The basicplanning tool can be divided into 5 stages as follows:Identifying importanceFinding binary oppositesOrganising content into story formConclusionEvaluationTaking these five elements we show how we have usedthe planning tool to plan lessons on the people of  theArctic and their encounters with Victorian sailors:1. Identifying importanceWhat is most important about this topic?Why should it matter to children?What is affectively engaging about it?Consider this quotation from Lopez’s book, ‘ArcticDreams’:‘What does it mean to grow rich? Is it to have red-bloodedadventures and to make a fortune, which is what broughtthe whalers and other entrepreneurs north? Or is it,lllllrather, to have a good family life and be imbued with afar-reaching and intimate knowledge of one’s homeland,which is what the Tununirmiut  told the whalers at Pond’sBay wealth was?  Is it to retain a capacity for awe andastonishment in our lives, to continue to hunger after whatis genuine and worthy?  Is it to live at moral peace with theuniverse?’   (Lopez, 1999)A consideration of these questions is fundamental to ourlives – what makes the good life?  They illustrate what wecall ‘the 3Cs’:concepts that are central to all peoplesconcepts that are common in all societiesconcepts that are contestable in all contexts.Such concepts are so important that they will matter tothe children.  The story of the contact between Arcticpeoples and the industrialising world is one that raisesquestions about  how we live in the world today; asour focus on the Arctic is sharpened as global warmingincreases,"
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Creative Teaching & Learning

Introducing Arctic Stories

17 Jun 2009

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Digital Learning

The Curriculum Collection

1 Jan 2005

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The first seven are maths and English for 5-7 year olds, geography andscience for 7-9 year olds, French for 11-14 year olds and statistics and businessstudies for 14-16 year olds.The service is aimed first and foremost at the children themselves, but italso helps teachers to speak their pupils’ language and so makes an excitingaddition to any lesson. 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Digital Learning

The Curriculum Collection

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Uncategorised

Welcome to the new primary curriculum

7 Feb 2010