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Body of Knowledge and Curriculum to Advance Systems Engineering Project (BKCASE)
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Core Knowledge Curriculum | Content - CDMS

Griffin, C. (1987) Curriculum Theory in Adult and Lifelong Education, London: Croom Helm. 218 pages. Explores the use of curriculum theory and practice in non-school settings. Particular attention is paid to Illich, Freire, Gelpi etc.

In what follows we are going to look at four ways of approaching curriculum theory and practice:
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Knowledge and the Future School: Curriculum and …

In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined.

We have explored four different approaches to curriculum theory and practice:
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Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 – 1958, New York: Routledge. 300 + xvii pages. A cracker of a book which charts the development of different curricula traditions and the political and social context in which they arose. He unpicks suspect notions such as ‘progressive education’ and demonstrates how Dewey in particular is positioned outside the main competing traditions. The movement between mental discipline, child centredness, scientific curriculum making (Taylorism) and social meliorism provides a very helpful set of insights into the theory and process of curriculum making within adult education.

How to cite this article: Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ .
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Knowledge and the Curriculum in the Sociology of …

“To say that I am pleased with this curriculum could very well be the understatement of the year. The suggested reading list is spot on. The lessons are clear and easy to follow. It is very thorough and even teaches some concepts that I hadn’t thought to teach my children before. I even learned some tips on bible study and memorization. I appreciated the mom’s notes and check off list that go with the lessons. My favorite part (okay one of them) is that this is chronologically based. There is no better history than that of the bible and this curriculum give your kids a much greater understanding of how to appreciate and utilize the bible, our most important tool.” – Heart of the Matter

Curriculum & Instruction / What is Core Knowledge?

The Body of Knowledge and Curriculum to Advance Systems Engineering Project (BKCASE), began in the fall of 2009. Its original vision was that, through its work “Systems engineering competency models, certification programs, textbooks, graduate programs, and related workforce development initiatives around the world align with BKCASE.”

Core Knowledge Foundation - Building knowledge and …

Core Knowledge (CK) is an educational reform model based on the premise that a solid, specific, shared core curriculum is crucial to ensure a sound elementary education and to help children build strong foundations of knowledge. The content of this core curriculum is outlined in the manual, which describes what students should learn at each grade level in kindergarten through grade 8 (K-8). The provides a detailed outline and planned progression of specific content to teach in the language arts, American and world history, geography, math, science, the visual arts, and music. The of topics is intended to provide 50 percent of what is taught in a U.S. elementary school, and the content complements the general skills development and learning objectives typically found in state and local curriculum guides. Currently, hundreds of schools are participating in the CK school reform model throughout the United States.

Which knowledge? | Pragmatic Education

The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983: 10; see also, Kelly 1999). This gives us some basis to move on – and for the moment all we need to do is highlight two of the key features: