SAIDE Curriculum: Organising knowledge for the classroom by Ursula HoadleySAIDE Curriculum: Organising knowledge for the classroom by Ursula Hoadley

SAIDE Curriculum: Organising knowledge for the classroom

byUrsula Hoadley, Yvonne Reed

Paperback | January 1, 2013

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Curriculum: Organizing knowledge for the classroom addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational systemin line with a democratic and globally competitive society. Curriculum contains South African Institute of Distance Education (SAIDE) endorsed content that is practical and relevant in its approach. The textbook contains a series of case studies on a fictional school called Goniwe Primary that explore the different approaches to curriculum. Activity andthinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory. The third edition has been thoroughly edited and revised and features: New sections on assessment and content framing Reference to the national Curriculum and Assessment Policy Statement (CAPS), including CAPS examples to explore curriculum issues New readings from academic and policy texts to deepen the reader's grasp of the issues.
Yvonne Reed, Lecturer, Applied English and language studies, University of the Witwatersrand. Ursula Hoadley, Senior lecturer, School of Education, University of Cape Town.
Title:SAIDE Curriculum: Organising knowledge for the classroomFormat:PaperbackDimensions:352 pages, 9.45 × 6.61 × 0.03 inPublished:January 1, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199045267

ISBN - 13:9780199045266

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Table of Contents

Section 1: Introducing the module1.1 What do we want to achieve with this book?1.2 Who is this book for?1.3 How does this book teach?1.4 How should you study this book?1.5 What is education for?Section 2: What is the curriculum?2.1 Introduction2.2 Curriculum as plan2.3 Curriculum in practice2.4 The assessed curriculum2.5 ConclusionSection 3: How is the intended curriculum produced and organised?3.1 Introduction3.2 Producing curriculum plans3.3 Form and structure of different curriculum plans3.4 Thinking politically about the curriculum3.5 Assumptions underpinning different curriculum models3.6 ConclusionSection 4: How is knowledge organised in the curriculum?6.1 Introduction6.2 Shifting forms of knowledge organisation: competence and performance6.3 What is the debate about curriculum integration? Collection and integrated codes6.4 School knowledge and everyday knowledge6.5 ConclusionSection 5: How is the curriculum enacted in practice?5.1 Introduction5.2 Analysing the enacted curriculum: what do we know?5.3 Analysing the enacted curriculum: Bernstein and pedagogy5.4 Thinking about the context of curriculum enactment: time, space and knowledge5.5 What's the best way to teach?5.6 Pulling it all together - curriculum analysis task5.7 ConclusionSection 6: How was the South African curriculum made?6.1 Introduction6.2 Educational ideologies6.3 Curriculum in apartheid South Africa6.4 Curriculum 20056.5 The National Curriculum Statement6.6 The Curriculum and Assessment Policy Statement (CAPS)6.7 ConclusionSection 7: How is the curriculum assessed?7.1 Introduction7.2 What part does assessment play in curriculum?7.3 What are the different dimensions and forms of assessment?7.4 Thinking about assessment broadly - evaluation7.5 ConclusionSection 8: The readings