A Curriculum Design Project – applying a model to create coherence for deep learning

Show simple item record

dc.contributor.advisor School of Curriculum and Pedagogy Seminar Series, 15 Jun 2021
dc.contributor.author Ormond, Barbara
dc.contributor.author McPhail, Graham
dc.contributor.author Cornish, Mary
dc.contributor.author Tibbles, Sally
dc.coverage.spatial Epsom Campus, University of Auckland
dc.date.accessioned 2021-10-05T02:22:48Z
dc.date.available 2021-10-05T02:22:48Z
dc.date.issued 2021-6-15
dc.identifier.uri https://hdl.handle.net/2292/56751
dc.description.abstract The challenges for teachers as curriculum designers have been highlighted over the past few decades as curricula internationally have become less prescribed and more generic in nature. Within this context the New Zealand Curriculum and the NCEA offer teachers in Aotearoa New Zealand a particularly high degree of autonomy. While this move to genericism provides increased opportunities for the development of extended teacher professionalism, it also creates challenges for teachers in becoming effective curriculum designers. The Curriculum Design Coherence Model (CDC Model) provides a means to approach curriculum design and is a response to this context of increased genericism as well as to curricular fragmentation, the marginalisation of content knowledge, and an over emphasis on competencies and skills. In the Model, subject concepts provide a cohering mechanism as they are linked to content and to applied competencies. We hypothesise that the explicit bringing together of conceptual and applied knowledge is the key to deep learning, but that deep learning first requires deep design coherence. The Model draws on theoretical work from epistemology, sociology, and cognitive science to achieve this design coherence for deep learning. In this presentation Barbara and Graham introduce the CDC Model and some examples of curriculum design using the Model. The Model is currently being trialled in a number of schools in Aotearoa New Zealand as well as in Australia, England, and South Africa. Two teachers involved in the Project – Sally Tibbles and Mary Cornish – present a unit of work they designed using the Model for Year 7 students and reflect on the challenges and affordances of using the model as a design tool. Dr Graham McPhail is a senior lecturer in the School of Curriculum and Pedagogy, in the Faculty of Education and Social Work, at the University of Auckland, New Zealand. He took up this position in 2015 after twenty years of work in the secondary education sector. His research is centred on the role of knowledge in the curriculum, in particular within C21 schooling and music education contexts. Dr Barbara Ormond is the Director of Secondary Programmes in the Faculty of Education and Social Work at the University of Auckland. She lectures in teacher education in the disciplines of history, art history, classical studies and social studies. Her research focusses on curriculum design, how teachers select knowledge for secondary history, and the impacts of standards-based assessment on knowledge. Barbara is involved in the current Review of the Achievement Standards for the NCEA as a member of the Subject Expert Group for Art History.
dc.relation.ispartof Seminar Series
dc.relation.ispartof School of Curriculum and Pedagogy Seminar Series
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.subject curriculum design
dc.subject curriculum coherence
dc.subject knowledge rich
dc.title A Curriculum Design Project – applying a model to create coherence for deep learning
dc.type Presentation
dc.date.updated 2021-09-23T08:13:27Z
dc.rights.holder Copyright: The author en
pubs.finish-date 2021-6-15
pubs.start-date 2021-6-15
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Oral Presentation (Not presented at a conference)
pubs.elements-id 867374

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace