This diagram can be used by school leaders to clarify an overview of the nature of a school curriculum that is both "designed and reviewed". See page 37 NZC.
The diagram suggests a way of thinking about the school curriculum to ensure that it is not just aspirational words about WHAT the school curriculum entails - a vision, values etc (as is the case for some charters). The emphasis is on continuously reviewing the PRACTICE espoused by the school curriculum - the curriculum in action, HOW we make it real.
- Is there a risk that a developed school curriculum languishes as a 'done' document, instead of living as a constant touchstone for practice?
- If yes, does this diagram and approach address this issue, or how could it be amended to achieve this?
- Who might use this diagram with whom, and why? (For example, the principal with other school leaders? The principal with the Board of Trustees? Senior staff with whole staff as part of annual planning?)
Designing a school curriculum for cyclical review diagram (PDF, 86 KB)