Bruner's breakdown of unit construction reminds me of curriculum development and reform.

According to Bruner, the curriculum is to provide guidelines for the materials to be covered, in
addition to describing the nature of the course and underlying discipline. He recognizes the
overwhelming nature of teachers' jobs and suggests materials in a simpler format for all teachers'
understanding. "They cannot be overburdened with reading, nor can the reading be of such an order
as to leave them with a feeling of impotence" (Bruner, 1965, p. 24). Teachers are to use these
materials as per their convenience and choice, based on their own requirements to determine the
course of study. These materials along with relevant exercises for the timeline of the course
constitute the unit course.

The elements of a unit, as proposed by Bruner (1965, pp. 25-28) are

1. Talks to Teachers
2. Queries and contrasts
3. Devices
4. Model exercises
5. Documentaries
6. Supplementary materials

I think Bruner's elements of units are still relevant and prevalent in today's education. This explains
curriculum planning including the core elements required for implementing the curriculum. The
elements may be known by different names, however, these point to the same idea or thought.
'Talks to teachers' points towards the relevance and significance of the unit, and the language to
encourage reading. 'Queries and contrasts' talks about the use of provoking questions to ignite
curiosity, thinking, discussion, and inquiry. 'Devices' are the materials used to promote diverse
thinking for specified objectives, like pictures, reading, videos, puzzles, games, etc. I think 'model
exercises' point towards the informal assessments that are done to monitor learning and provide
guidance to redirect if required. 'Documentaries' are the assessment records and reports to inform
teaching and learning, modifying the curriculum and lesson plan to meet students' requirements.
'Supplementary materials' are the additional materials provided to encourage students and aspiring
teachers. 

These elements do not differ in substance but are modified to meet the current global requirements.
I can relate this to the units of inquiry in IB PYP, a unit comprises of the central idea statement that is
relevant and significant and drives the inquiry; lines of inquiry, elements of PYP, and learner profile
attributes set the stage for the materials and exercises to be covered in the unit or course of study.
The teacher designs the lesson plan guided by this unit. The inquiry is led by the use of essential or
provoking questions. Formative assessments are done to monitor learning and inform teaching. The
area that differs majorly is the 'devices', technology play a major role in today's classroom practices;
a lot of the times children with teacher's support design materials to take forward inquiry. The 'model
exercises' differ from it's the original description. IB PYP curriculum encourages self-assessment
and peer assessment, where students are more aware of the required outcomes, expectations, and
help in designing the criteria (IBO, 2018). Today's curriculum approach is more for integrated
learning. Inclusivity and differentiation are a major focus in today's curriculum approach and unit
planning.

References

Bruner, J. (1965). Man a Course of Study. Man: A Course of Study. Occasional Paper No. 3.
Retrieved July 18, 2020, from https://files.eric.ed.gov/fulltext/ED178390.pdf

IBO. (2018). Assessments. Retrieved July 18, 2020,

from https://resources.ibo.org/pyp/works/pyp_11162-51465?root=1.6.2.12.5.3