Pedagogical Principles and the Curriculum

‘’The curriculum is continuously subject to pressures to change’’ and rightly so. The world we live in is constantly changing and what each individual needs from the curriculum is changing with it. ‘’Each child and young person in Wales should be able to benefit from the curriculum.’’ (Donaldson. G, 2015)

How is the curriculum design decided?

There are many influences upon the curriculum, by different types of people. The schools and those working within them will have a say. Investors, stakeholders and the government will also have a strong influence and or say in what happens.

When it comes to deciding the principles for the curriculum there are certain things you need to consider. Authenticity is one of them. Here in Wales we have some great culture and values that need to be considered when creating a curriculum. Once decided upon these need to be ‘aligned with an agreed set of stated purpose.’ Another thing that needs to be considered is how well researched the practice is in Wales and elsewhere to base the evidence on.  As the working world needs and job demands change the curriculum needs to be responding to this and changing so it can provide children with the tools and knowledge they need to secure themselves a future. Another major influence of the curriculum is inclusivity. With all the different abilities within a classroom the curriculum needs to be accessible to all and ‘easily understood.’ The curriculum should be ambitious in its ideas and engaging. This will ‘encourage enjoyment from learning and satisfaction.’ People should feel empowered and confident within their own learning. A ‘unified’ approach to the curriculum, that can be progressively built upon, will do this. (Donaldson. G, 2015)

So, according to Donaldson, here are the twelve pedagogical principles for schools and what they should be doing with them to get the most out of the curriculum.

1)    Be able to create authentic context for learning

2)     Provide encouragement to learners can take responsibility for their own learning

3)      Give support for both social and emotional development and positive relationships

4)      Encourage collaboration with others

5)      Sustained pupil effort to reach high but achievable targets

6)      Employ a broad repertoire of teaching approaches

7)      Promote problem solving, creative and critical thinking

8)      Be able to build on previous knowledge to engage interest

9)      Put focus on the four purposes

10)   Use assessments for learning to accelerate progress

11)   Make connections within and across areas of learning and experience

12)   Reinforce cross curricular responsibilities, literacy, numeracy and digital competence

 (Impact Wales, 2018)

On the whole, there are some great ideas here on what we should be doing and how we can use it to improve overall pedagogy. but how do we apply them to the curriculum design?

In a previous blog post I stated, ‘’according to Cooper. S and Jones. M, the curriculum should be creating ‘healthy, confident individuals’ that are ‘capable and ambitious learners’. Which, should be shaping them into ‘ethical and informed citizens’ that are ‘contributors’ to all aspects of life. (Cooper, S and Jones, M. 2016) All of which I believe should be staples in educating, however, it does leave me wondering how children are still being failed by the system and are seen with mental health issues.’’ To which, to still stand by. A major staple in my ideal pedagogical principle would be health and wellbeing. As a child spends the majority of their time in school, it only seems right that they are being taught how to look after their mind and themselves as a being.

Another pedagogical principle I would feature would be having teachers that know their subjects and show complete enthusiasm for each one (even if it is one they hate.) As a child, you pick up upon other people’s body language and signs. For example, I spent a lot of my childhood being looked after by my nan who hates spiders. Can you guess who now hates spiders? Me. The exact same pattern gave me my deeply rooted hatred of math. A common theme in Welsh primary education is a poor attitude towards mathematics. Despite this, ‘children’s chances of succeeding in education and life will be maximised if they develop deep and lasting procedural and conceptual mathematical understanding.’ (NCETM, 2018) Which is why teachers should never show their personal feelings towards a subject as their views can potentially alter the way a child feels about it. So, in counteraction to this, I would ensure each teacher is properly trained and understands how they can impact a child’s learning.

Another idea the Donaldson report touched on was the need for the Welsh language and the culture it brings with it and being Welsh this sat right with me. ‘’Many people see the Welsh language as a real strength of the education system. However, the place of the Welsh language in the curriculum needs to be strengthened.’’ (Successful Futures, 2015) As much as the Welsh language is being pushed by the government in everyday life, street signs and transport it is still being seen as a dying language to the younger generation. And unfortunately, for us Welshies that means losing part of our culture with it. The Donaldson report suggests that everyone should be learning Welsh in schools up to the age of 16. Welsh should be learnt to ‘’communicate in conversation and understanding.’ Meaning that children able to communicate and hold a conversation.’’ (Successful Futures, 2015)

There are so many different ways to ensure children are gaining the most that they can from their time in the education system. But it all starts from what the curriculum is based on. ‘’Learning should be a continuous experience, building progressively as children and young people grow and mature.’’ (Successful Futures, 2015) This is why the pedagogical principles and their influences are so important.

I know I would have a real tough time trying to figure out what I need from a curriculum and how to tailor it to my desires. If you could design your own curriculum what would you prioritise?

References

Cooper, S and Jones, M (2016) ‘A Curriculum for Wales- Curriculum for Life’ (online) Available at: file:///C:/Users/becca/Downloads/Sarah-Cooper-and-Manon-Jones-English-Language.pdf Accessed on: 16/11/2018

Donaldson. G (2015) ‘Independent Review of Curriculum and Assessment Arrangements in Wales’ (online) Available at: file:///C:/Users/becca/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(2).pdf Accessed on: 16/11/2018

Impact Wales (2018) ‘Donaldson’s 12 Pedagogical Principles and What You Should do With Them’ (Online)  https://www.impact.wales/wp-content/uploads/2018/01/12-Pedagogical-Principles-1.pdf Accessed on: 16/11/2018

NECTM (2018) ‘Teaching for Mastery’ (online) Available at: https://www.ncetm.org.uk/ Accessed on: 16/11/2018

Successful Futures (2015) ‘Looking at the Curriculum and Assessment Arrangements in Wales’ (online) Available at: https://beta.gov.wales/sites/default/files/publications/2018-03/succesful-futures-a-summary-of-professor-graham-donaldsons-report.pdf  Accessed on: 16/11/2018