The Development of Scotland's Curriculum for Excellence: Amnesia and Deja Vu

Autor/inn/en	Priestley, Mark; Humes, Walter
Titel	The Development of Scotland's Curriculum for Excellence: Amnesia and Deja Vu
Quelle	In: Oxford Review of Education, 36 (2010) 3, S.345-361 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Stellungnahme; Curriculum Development; Curriculum Research; Foreign Countries; Educational Improvement; Educational Development; Change Strategies; Educational Change; Curriculum Evaluation; Models; Program Content; Program Descriptions; Educational Policy; Politics of Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Ausland; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Lösungsstrategie; Bildungsreform; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Analogiemodell; Programmgestaltung; Politics of education; Bildungspolitik; Educational policy
Abstract	Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development, to place learning at the heart of the curriculum and to change engrained practices of schooling. This article draws upon well-established curriculum theory (notably the work of both Lawrence Stenhouse and A.V. Kelly) to analyse the new curriculum. We argue that by neglecting to take account of such theory, the curricular offering proposed by CfE is subject to a number of significant structural contradictions which may affect the impact that it ultimately exerts on learning and teaching; in effect, by ignoring the lessons of the past, CfE runs the risk of undermining the potential for real change. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10