Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Abstract

The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and[ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empiricallybased analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge.

Teachers’ curriculum agency in teaching a standards‐based curriculum

“…The Swedish curriculum of 2011 took a different direction than the 'curricular turn' towards the competence-based and learner-centred curricula that are observed in many other countries around the world (Priestley & Sinnema, 2014;Young, 2008). Lgr11 has moved towards a curriculum orientation that emphasises academic disciplinary knowledge, that is, a content-driven curriculum.…”

Curriculum change, challenges and teacher responsibility

“…The professional space the NZC provides teachers to develop school-based curriculums, signals a higher level of trust, responsibility and autonomy than previously experienced (Priestley & Sinnema 2014). Onus for conducting the school-based curriculum review and design process is firmly placed on classroom teachers.…”

Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject‐based curriculum*

“…Over the past two decades, a number of curriculum trends can be distinguished in contemporary international educational policy. Priestley and Sinnema (2014) discuss these trends in terms of 'curricula turn' or 'the new curriculum'. Even if these trends vary in form and content from country to country, it is still possible to identify some common features.…”