• Learning how to learn - in classrooms, schools and networks

In any discussion of the curriculum not only are there many possible structural permutations, but the term itself can be used in a number of different ways. In addition, the concept of the curriculum is much wider than the official curriculum. It might, in fact, be envisaged as encompassing all the learning experiences, planned and unplanned, that the pupil encounters in a school. In these activities, we focus mainly on the official curriculum. Some are taken from ‘Reflective Teaching’, Chapter 8. Others have been developed to allow you to analyse the official curriculum, to review the strengths and weaknesses of published curricula, and to consider which elements of subject knowledge are integrated into the curriculum in your school.

Developing an official curriculum

In these Reflective Activities you are invited to consider the ‘curriculum as experienced’ in the primary phase; to examine the aims and values of the national curriculum that is relevant for your country; to consider the influence of views of knowledge on a part of a national curriculum; to review the strengths and weaknesses of a published curriculum text or scheme; to consider the impact of the introduction of the National Literacy Strategy / National Numeracy Strategy on the use of curriculum time; and to consider the use of subject-based and integrated forms of curriculum organisation in your school.

• How can we develop parents’ understanding of the processes of learning to read?
• What do children think of their experiences of the curriculum?

National Curricula

Reflective Activities in this section focus on the challenge of balancing the requirements of a published curriculum with non-statutory teaching responsibilities and the individual learning needs of the children we teach. The first two Reflective Activities consider the time given to PSHE and to children’s own learning interests and enthusiasms. Following Reflective Activities deal with negotiation of the curriculum, with marrying children’s spontaneous quests for understanding with a published curriculum, and with the appropriate ordering of content within the National Curriculum.

• Getting students to rethink their ideas: how can we challenge and build on students' misconceptions
• Can learning about morphemes be fun?
• How do teachers support individual learners who experience difficulties?

Subject knowledge

The first Reflective Activity in this section is aimed at identifying the strengths and weaknesses of our own subject repertoires. The following three Reflective Activities focus on evaluating the move towards subject specialist teaching in primary schools, the effects of national testing on classroom teaching and the usefulness, in practice, of teaching materials published by subject associations.

• What opportunities for helping children develop their numeracy skills can we point out to parents?
• What role do teachers play in directing learning with ICT?
• Helping students rethink their ideas: how can we challenge and build on students' misconceptions?
• What is the effect of training on teaching about morphemes?
• How can we help students understand how we get knowledge from science processes?
• What approach to fractions do pupils find easier?
• How are teachers supported to teach fractions?
• How does asking questions help comprehension?
• What are useful comprehension strategies?
• How do you comprehend text?
• How can teachers develop the confidence to take risks with ICT in their teaching?
• How can we develop young children's knowledge and understanding effectively?
• How do you ensure students understand what is expected from them?
• Teachers’ awareness and use of morphemes
• Why relate visual letter strings to meanings?