Curriculum perspectives

Abstract

This chapter focuses on psychological influences on the curriculum. It highlights those aspects of psychology which have underpinned views on the curriculum, pedagogy, and evaluation and which have given rise to certain &s;conventional wisdoms&s;. The chapter illustrates how debate is often conducted, and reflects about the value of negotiating and resolving differing perspectives. The concept of the curriculum is wide ranging and can be seen to cover everything taught to children in school, whether intentional or not. The view that there are established bodies of knowledge can be contrasted with another perspective on the curriculum which maintains that the learner, rather than forms of understanding, should be at the heart of any attempt to appreciate the nature of the curriculum. The implementation of the National Curriculum gives a sharp focus to the debate about curriculum and pedagogy. The chapter makes a distinction between an assessment and evaluation of the curriculum and an assessment and evaluation of children&s;s learning.