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In my previous blog, the first in a short series, I set out some background to the process of curriculum making and instructional design. In this next instalment I will describe a significant piece of research-informed curriculum and instructional design I undertook relatively early in my career in the early 1990s. I think lessons can…
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This is the first in a short series of linked blogs where I muse on curriculum making and instructional design. I will provide some theoretical background as an introduction and then in subsequent blogs delve more deeply into some aspects in detail. Reflecting my background, most of the detail will be in the context of…
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In October, alongside a trip to see my daughters in Australia, I arranged to visit in person several people from the education world in both Australia and New Zealand who I had met previously, mostly online. They in turn arranged various visits and meetings where I was able to meet with many others. Alongside this…
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Anyone reading this and already familiar with my previous series of four blogs from last August https://stuartphysics.co.uk/2024/08/01/improving-education-curriculum-explanations-professionalism-and-more-part-1/ or from the recommendations I made in my PhD thesis https://stax.strath.ac.uk/concern/theses/w66344189 (Farmer, 2024a) will know I would like to see teachers using research and evidence-informed approaches with enquiry-as-stance-based professional learning embedded in their practice (Cochran-Smith & Lytle, 2009). …
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In the previous three blogs in this series, I have considered several factors important to curriculum reform, both at a national institutional curriculum level and at the classroom curriculum level of individual teachers. But how might we go about more effective curriculum reform in the future? Complexity and expertise I think it is important for…
