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Project Tools Combined

Project Tools Combined

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Published by The RSA

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Published by: The RSA on Dec 14, 2012
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12
PROJECT TOOLS
RSA AREA BASED CURRICULUM
LOUISE THOMASDECEMBER 2012
www.thersa.org
 
12
AREA BASEDCURRICULUM
 
3
Area Based Curriculum Tool
Criteria or projects
AREA BASED CURRICULUM
PROJECT
 
TOOL #1Introduction
This document sets out the broad criteria that dene an RSA Area BasedCurriculum project. These criteria are drawn rom the Principles orAction as laid out in the publication
The RSA Area Based Curriculum:Engaging the Local
(RSA, 2010). These criteria should orm the basis orplanning and evaluating Area Based Curriculum projects.More detailed inormation about how the RSA Area Based Curriculumis working in practice, and to see our research reports on the project,please visitwww.thersa.org/action-research-centre/education/practical-projects/area-based-curriculum, or contacteducation@rsa.org.uk. These criteria are not intended to be prescriptive and say very littleor nothing about what any given Area Based Curriculum project shouldcontain in terms o content, who Community Partners should be, orhow the projects should be constructed. They are, however, intentionallychallenging around ensuring that all projects take seriously the questionso who gets involved with curriculum, where learning happens, and whatcontent is included.Criteria vary between those that
must
be ullled or the projectto count as an Area Based Curriculum project, and those that
should
be considered and ullled wherever possible.
Basic criteria
Every Area Based Curriculum project must at least satisy the basicrequirements o an educational programme:
 
Educational – the purpose must be or students to learn,progress, and achieve;
Engaging – they must seek to engage all students regardlesso ability or background;
 
Evaluative – projects must be monitored, reected upon andevaluated throughout.
Area Based Curriculum criteria
In addition, Area Based Curriculum projects must address the ollowingthree questions about the development and enactment o curriculum:
who gets involved, and who do students come into contact with;
what is valued by and taught within the curriculum;
and where does learning happen?
 
Area Based Curriculum Tool
4
The specic criteria pertaining to these three dimensions areoutlined below.
Who
 
Projects must be co-designed and co-developed by a school orother educational institution in partnership with a CommunityPartner or Partners (dened as any organisation, group orindividual based in the same local area as the school and nota school).
Partnerships between schools and Community Partners mustull the criteria laid out in the RSA Area Based CurriculumPartnership Charter (see separate document or details).
 
Projects must be enacted in partnership with CommunityPartners, and include sustained contact between the CommunityPartner and the students involved.
 
The enactment o projects must involve both visits rom theCommunity Partner to the school and where possible o thestudents to the Community Partner premises or other locationsin the local area.
 
Community Partners should where possible be drawn at leastin part rom groups least oten engaged or heard in the ormaleducation sector, including parents not previously involvedin school.
 
Partners or others involved in the projects should reectthe diversity o the area in question, with regard to at leastone o: ethnic, religious, language, age, rural-urban or socioeconomic actors.
 
Students must be engaged as partners in curriculum develop-ment, and there must be an insistence on ensuring the involve-ment o those young people least engaged in school.
 
Teachers must take responsibility or ensuring that any statutorycurriculum requirements are ullled while engaging in AreaBased Curriculum projects.
What
 
Area Based Curriculum projects must be designed to address thespecic history, socio-economic context, needs and resources o the locality in question, and be driven by students, schools andcommunities in the local area, not by external agenda.
 
Projects should reect on and where possible map the resources,opportunities and expertise already held within an area, and the‘lived worlds’ o the young people in the area, using these as astarting point or curriculum development.
 
Projects must take a critical approach to the relationshipbetween the local, national and global dimensions o learning,ocussing on the links between these, and encourage criticality inyoung people to ensure they are able to access and to shape theirmultiple identities and worlds.

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