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Impact, journal of the Chartered College of Teaching
Chartered College of Teaching
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    • Taking curriculum seriously

      September 2018

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      September 2018

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      September 2018
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Cat ScuttFebruary 2018
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This Issue

Issue Contents

A knowledge-led curriculum: Pitfalls and possibilities

By MICHAEL YOUNG

Taking curriculum seriously

By CHRISTINE COUNSELL

Applying the ‘powerful knowledge’ principle to curriculum development in disadvantaged contexts

By ROBBIE BURNS

Curriculum: An offer of what the best might be

By MARTIN ROBINSON

Skills versus knowledge: A curriculum debate that matters – and one which we need to reject

By TIM OATES

What is a ‘knowledge-rich’ curriculum?

By TOM SHERRINGTON

Designing a primary knowledge-rich curriculum: Where we’ve been, where we are, where we are going

By DANIELLE V DENNIS

Teacher participation in curriculum change: Our school story

By CLAIRE BISHOP

Rethinking curriculum partnerships for deep learning and lasting change

By ANDY MOOR

Taking a long view: Designing curricula for pupils with Down syndrome and other learners with speech, language and communication needs (SLCN) working below level 2

By LEELA BAKSI

Designing a curriculum to nurture compassionate citizens

By JAMES BIDDULPH

Creating a fully encompassing curriculum around the purpose of education

By CHRISTOPHER PARSONS

The D.E.E.P curriculum: Creating a love of learning

By KIT PERONA-WRIGHT

Building an ethically vibrant curriculum: a church school perspective

By Huw Humphreys

A real, immersive and purposeful curriculum: One Trust’s approach to learning through a challenge-based curriculum

By Lisa Worgan

Developing a new secondary school programme in applied learning: Reflections from the United Arab Emirates

By RUSSELL GRIGG

A brave global curriculum

By ALISON HOOPER

Training for the test or teaching for life? Implementing Successful Educational Actions

By RAE SNAPE

The Excellence Curriculum: Developing a curriculum that is knowledge-rich, skills-based and underpinned by how children learn

By BENJAMIN J BIGNALL

Building curriculum coherence

By MARY MYATT

Knowledgeable skills or skilful knowledge?

By STEVEN BERRYMAN

Designing a coherent English curriculum

By CLAIRE HILL

Balanced RE: Thoughts on RE curriculum design

By GILLIAN GEORGIOU

A reflection on modern languages pedagogy and how teachers might engage with research

By STEVE SMITH

Designing a secular religious studies curriculum

By BEN ARSCOTT

Geography at the heart of the primary curriculum

By TESSA WILLY

Developing mathematics curricula in primary and secondary

By KEVIN HUBBARD

Developing maths skills in the new A level Biology curriculum

By Catherine Russell

Constructing the curriculum of (initial) teacher education: When should new teachers be encouraged to ask critical questions?

By KATHARINE BURN

English and maths GCSE resits in general further education colleges: Can employer-sponsored curricula improve student engagement and motivation?

By ALICE EARDLEY

‘Shakespeariences’ in the classroom: Why bother with Will?

By Galia Admoni

Building an innovative, Socratic curriculum for content-heavy subjects

By JANE EVANS

Designing a curriculum for trainee teachers

By Dominic Shibli

The challenges of curriculum design in Initial Teacher Education (ITE): A Perspective from Liverpool John Moores University

By JAN ROWE

The Learning Skills curriculum: Raising the bar, closing the gap at GCSE

By JAMES MANNION

A template to trigger and capture improved thinking on curriculum and assessment

By HELEN RALSTON

A design for life – curriculum and assessment for long-term learning

By PHILIP STOCK

Organising knowledge: The purpose and pedagogy of knowledge organisers

By MARK MILLER

Learning conversations: Teacher researchers evaluating dialogic strategies in early years settings

By PETE BOYD

Pedagogical patterns: Solving problems in curriculum design

By KATIE CORK

Exploring learning dispositions as a means of enhancing the transition from early years to primary school

By Karen McNerney

Planning for deep learning across the curriculum

By Rebecca Gough

Using theories of task design in curriculum planning

By Lorna Shires

Practical approaches to embedding research in schools: Key learning and reflections from the Research in Schools Learning Community

By SUE SING

Other Issues

Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Special All-Schools Issue: 2018 The Profession 18/19
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