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Curriculum and historical, political, social, cultural and economic factors

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by hoana mcmillan on 16 April 2014

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Transcript of Curriculum and historical, political, social, cultural and economic factors

Karakia
E te atua
Homai ki a matou
To maramatanga
To rangimarie
To kaha
mo tenei ra
Amene
Learning Outcomes:
Define term ‘curriculum’
Curriculum and
historical, political, social, cultural and economic factors

TECE.5022
Lord God
Give us comprehension,
peace, strength, for this day
Amen
Himene
E toru nga mea
Nga mea nunui
e kii ana, te paipera
tumanako, whakapono
Ko te mea, ko te aroha.
Explain the definition of the
term ‘curriculum’ to a class member


Success Criteria:
CURRICULUM
What do we mean when we talk about
'CURRICULUM'
In small groups, construct, your shared understanding of the term curriculum.
HEI MAHI - Task
Think about what experiences have informed these understandings?
‘’The term ‘curriculum’ originally came from the Latin language and means
‘course’
.

An everyday and simple definition is that the curriculum is a
course of study.


If you were to ask parents of school students what they thought the school curriculum is, they would probably say that is the
subjects
their child ‘does’ at school’’ (McGee and Fraser, 2008, p.66).
Definition used in Te Whariki:

''the sum total of the experience, activities, and events,
whether direct or indirect, which occur within an
environment designed to foster children’s learning and
development’’ (Ministry of Education, 1996, p.10).
Curriculum is. . .
''
Everything that happens across the day
constitutes curriculum'' (Arthur, Beecher, Death, Dockett & Farmer, 2012. p.426)

‘’is
what is negotiated
between participants and their particular contexts. Curriculum can be anywhere and everywhere. Children, educators and families construct new meanings individually and together as they negotiate curriculum. In this way curriculum does not exist as a set of documents but instead as a series of
enacted events through which teachers and children experience and make sense of their world within different contexts
’’ (Surman, Ridgway, Edwards, 2006, pp.178-179).
Historical, political, social, cultural and
economic factors
Hei Mahi - Task
What counts as knowledge?
Who is empowered to teach it?
What counts as an appropriate display of having learned it (a concept, shared knowledge?
Who is allowed to ask and answer all these questions?
(Apple, 1996,p.22)
Te One, S. (2003). The context for Te Whariki: contemporary issues
of influence. In J. Nuttall (ed.) Weaving Te Whariki. Wellington,
NewZealand: Council for Educational Research. (pp. 17-49). Part One
REFLECTION on READING

The ideological context (p.18)
The educational context (p.21)
Cultural contexts (p.22)
In groups read your allocated section and answer the questions for that section. Be ready to feedback to the class:
(Apple, 1996, p.14; Duncan, 2007)
''The B4 School Check aims to identify and address any health, behavioural, social, or developmental concerns which could affect a child’s ability to get the most benefit from school, such as a hearing problem or communication difficulty.'' (Ministry of Health, 2011)
Consider. . .
HEGEMONY
Consider National Standards
Karakia whakamutunga
E te atua
E whakawhetai ana matou mo ou manaakitanga i tenei hui
Awhinatia matou i tenei ra
Amene
Lord
Thank you for your support and guidance
during this gatering
Care for us this day
Amen
Readings for our next session:

Te One, S. (2003). The context for Te Whariki: contemporary issues
of influence. In J. Nuttall (ed.) Weaving Te Whariki. Wellington,
NewZealand: Council for Educational Research. (pp. 17-49 Part Two
Reflect on today's LEARNING OUTCOMES and write 3 things you learned.
References
Apple, M. (1996). Cultural Politics & Education. Buckingham, Great Britain: Open University Press.

Arthur, L., Beecher, B., Dockett, S., Death, E., & S., Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Victoria, Australia: Cengage Learning.
B4 School Check. (n.d). [image]. Retrieved from http://topnews.net.nz/images/School-Check.jpg


McGee, C., & Fraser, D. (2008). The Professional Practice of Teaching. Victoria, Australia: Cengage Learning.

Ministry of Education. (1996). Te Whāriki: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Health. (2011). Before School Check. Retrieved from http://www.health.govt.nz/our-work/life-stages/child-health/b4-school-check

Surman, L., Ridgway, A., & Edwards, S. (2006). Proogram planning: Negoitaiting the curriculum. In M.Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridgway, J. Robbins, & L. Surman (eds). Early childhood learning communities: sociocultural research in practice. Frenchs Forest, Arustralia: Pearson.
Listen to the following story
Use the play dough to create your own reminders
of the political, social, cultural and economic factors
within the story which impacted on education

Interpret historical, political, social, cultural and economic influences on curriculum
Share your interpretation of
influences on curriculum
Definitions of curriculum
NOW
Retell you version of the story to the person sitting next to you.
Other useful terms to understand
As a group look at the statements and think about which term they relate best to:
Policy
Social Policy
Hegemony
What policies have affected you?
What are the main points of the story?
How does it relate to schooling/education?
connected to domination and exploitation

• Denial of basic human rights
• Destruction of the environment
• Deadly conditions for survival
• Lack of a meaningful future for 1000’s of children
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