The Common Curriculum : Its Structure and Style in the Comprehensive School book cover
1st Edition

The Common Curriculum
Its Structure and Style in the Comprehensive School

ISBN 9781138321762
Published January 23, 2020 by Routledge
212 Pages

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Book Description

Originally published in 1978. This book presents how the potential of the comprehensive school could be realized by bringing unity and coherence to its curriculum and organization. Among the subjects considered are value judgments and curriculum design; faculties and the organization of learning; subjects and options; the sixth form; and the timetable as an enabling device. This book goes beyond the prevalent considerations of the time to examine the relationship between educational theory and practice, and the underlying issues of how a rationale of curriculum may be determined and the involvement of teachers in school-focused curriculum development. An appendix considers the curriculum and timetable structure of Sheredes School in Hertfordshire, a new comprehensive school set up in 1969.

Table of Contents

Foreword Professor Denis Lawton  Preface  1. Where We Are Now: Realities and Constraints  2. Ideals and Possibilities: the Common Curriculum and a New Structure  3. Value Judgments and Curriculum Design  4. Faculties and the Organisation of Learning  5. Action and Implementation: Styles of Deliberation and Management  6. The Timetable as an Enabling Device  7. Subjects and Options  8. The Sixth Form School  9. Pastoral Care and Community.  Appendix: Sheredes School: Curriculum and Timetable Structure 

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From review of the original publication:

The Common Curriculum is a recommendation for the total organization of a comprehensive school. He rightly wants us to refuse to organize comprehensive schools as if they were grammar/technical/secondary modern schools on the same site, and to establish an appropriate "pattern of purpose and structure" for genuine comprehensive education. It is easy to read, full of useful references, and is an optimistic book: an optimism born of successful practice and therefore entirely credible to experienced teachers.’  Patrick Eavis, The Times Educational Supplement