Reconciling subjects and contexts: the case for a pragmatic primary curriculum
In this paper the author examines changes in the primary curriculum in this country since the time of the Plowden Report of 1967. Since that time there have been several changes of emphasis from teaching through subjects to teaching through contexts. The author considers some of the reasons for this...
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| Format: | Article |
| Language: | English |
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The International Education Studies Association
2008-12-01
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| Series: | Educational Futures |
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| Online Access: | https://educationstudies.org.uk/?p=458 |
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| author | John Smith |
| author_facet | John Smith |
| author_sort | John Smith |
| collection | DOAJ |
| description | In this paper the author examines changes in the primary curriculum in this country since the time of the Plowden Report of 1967. Since that time there have been several changes of emphasis from teaching through subjects to teaching through contexts. The author considers some of the reasons for this oscillation and suggests some principles which a renewed primary curriculum might be constructed upon. The author also suggests that a renewed curriculum should place much greater emphasis upon the use of spoken language in the classroom and that much more consideration needs to be given to the challenges which change curriculum change poses for practitioners. For a number of reasons, it is suggested that the term ‘pragmatic’ might be a good label for the curriculum of the future. |
| format | Article |
| id | doaj-art-3b7d08b68d73405d92aaa84fc1673f8a |
| institution | OA Journals |
| issn | 1758-2199 |
| language | English |
| publishDate | 2008-12-01 |
| publisher | The International Education Studies Association |
| record_format | Article |
| series | Educational Futures |
| spelling | doaj-art-3b7d08b68d73405d92aaa84fc1673f8a2025-08-20T01:56:53ZengThe International Education Studies AssociationEducational Futures1758-21992008-12-01126374Reconciling subjects and contexts: the case for a pragmatic primary curriculumJohn Smith0Manchester Metropolitan UniversityIn this paper the author examines changes in the primary curriculum in this country since the time of the Plowden Report of 1967. Since that time there have been several changes of emphasis from teaching through subjects to teaching through contexts. The author considers some of the reasons for this oscillation and suggests some principles which a renewed primary curriculum might be constructed upon. The author also suggests that a renewed curriculum should place much greater emphasis upon the use of spoken language in the classroom and that much more consideration needs to be given to the challenges which change curriculum change poses for practitioners. For a number of reasons, it is suggested that the term ‘pragmatic’ might be a good label for the curriculum of the future.https://educationstudies.org.uk/?p=458curriculumprimary educationsubject-teaching |
| spellingShingle | John Smith Reconciling subjects and contexts: the case for a pragmatic primary curriculum Educational Futures curriculum primary education subject-teaching |
| title | Reconciling subjects and contexts: the case for a pragmatic primary curriculum |
| title_full | Reconciling subjects and contexts: the case for a pragmatic primary curriculum |
| title_fullStr | Reconciling subjects and contexts: the case for a pragmatic primary curriculum |
| title_full_unstemmed | Reconciling subjects and contexts: the case for a pragmatic primary curriculum |
| title_short | Reconciling subjects and contexts: the case for a pragmatic primary curriculum |
| title_sort | reconciling subjects and contexts the case for a pragmatic primary curriculum |
| topic | curriculum primary education subject-teaching |
| url | https://educationstudies.org.uk/?p=458 |
| work_keys_str_mv | AT johnsmith reconcilingsubjectsandcontextsthecaseforapragmaticprimarycurriculum |