Lessons Learned from Developing and Implementing the Concept-Based Curriculum (original) (raw)

Education Innovation Series, 2016

Abstract

In this final chapter, we discuss lessons learnt from the complexities of crafting and practising concept-based curriculum within schools and how these practices are related to curriculum perspectives and teacher capacity in terms of knowledge, skills and dispositions. We attempt to synthesise issues and ideas that have emerged across the different accounts put forth and raise the deeper question of how researchers and practitioners can work together in conceptualising, implementing and assessing concept-based curriculum so that it is suited to the high-ability learner. Thus, in this concluding chapter, we delve deeper into the tenets of the larger political and social processes of curriculum making within the school as well as the key functions of a teacher in driving the curriculum change. As shown in accounts presented by the different authors in their chapters, there is evidence of an increasing interest and effort among educators to introduce and use concept-based curriculum in order to facilitate greater depth of learning for high-ability learners. In view of the demands of equipping learners with twenty-first century dispositions and literacies, policymakers and educators in Singapore have put in concerted efforts in reframing the purpose, process and outcomes of learning in the education system.

Letchmi Devi Ponnusamy hasn't uploaded this paper.

Let Letchmi Devi know you want this paper to be uploaded.

Ask for this paper to be uploaded.