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
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.