Building an ethically vibrant curriculum: a church school perspective

Written by: Huw Humphreys and Tracey Feil
5 min read
Purposeful Curricula Purposeful school curricula try to accommodate national experience and culture, philosophical approaches to learning that flow from the school’s identity, local factors (including the geography and history of the community served) and a clear view of what constitutes the common good. Ethically vibrant curricula include a reasoned view of human flourishing and what constitutes ‘goodness’ for those taught (J. Reiss and White, 2013). They see character and community development as intrinsic to the school intent rather than a bolt-on. Such curricula can challenge prejudices and lead to a broadening of thought and perspective. In our view, they also have to allow teachers a considerable amount of autonomy and opportunity to collaborate. Here we briefly discuss curriculum design, implementation, monitoring and lessons learnt at Christ the Sower Ecumenical Primary School in Milton Keynes, from 2013-2018. Starting points Following the appointment of a new head

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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.

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