NPQH - Curriculum Design

Question 1

Rosenshine on working memory

Answer 1

breaking knowledge down into ‘small steps’ is one of the ways of dealing with the limitations of working memory (Rosenshine, 2012).

Question 2

McCrea on end points

Answer 2

The clearer you are about where you want to go, the better chance you have of getting there’ (Mccrea)

Question 3

Willingham on subject concepts

Answer 3

Concepts are the ‘unifying ideas of each discipline’ (Willingham, 2010, p.48); for example, ‘place’ and ‘space’ in Geography; ‘melody’ and ‘harmony’ in Music.

Question 4

Module principle - what and why

Answer 4

Selection and balance of curriculum areas and choice of content within each subject’s curriculum should be guided by the values and aims of the school.

Question 5

Module principle - knowledge rich

Answer 5

Knowledge underpins critical thinking; critical thinking differs between subjects. If we want to develop critical thinking in our pupils, we need a curriculum focused on giving them subject-specific knowledge.

Question 6

Module principle - subject expertise

Answer 6

All subjects are distinct disciplines with different knowledge structures. Enabling teachers to develop subject-specific knowledge will support effective subject curriculum planning and delivery.

Question 7

Module principle - focus, fluency, flexibility

Answer 7

By focusing the curriculum on specific concepts or the most important knowledge, pupils can gradually develop more fluent and flexible knowledge.

Question 8

Module principle - meaningful sequence

Answer 8

Some knowledge is foundational, and all knowledge should be sequenced in a meaningful way.

Question 9

Module principle - collaborate

Answer 9

No one can be expert in all subjects. Leading across the breadth of the curriculum requires collaboration both within the school and beyond it to draw on the subject expertise of others.