Remaking the Curriculum

Re-engaging Young People in Secondary School

Paperback / softback, 128 pages, 244 mm x 168 mm
30 Jun 2010
Trentham Books Ltd

Price: £20.99

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This book describes a model of innovative creative teaching and curriculum change that successfully engaged the students in creative learning and earned the secondary schools involved the Creative Partnerships award of Schools of Creativity status. It is based on an independent two-year research study in the two schools. It describes: the cross-curricular thematic projects; the drama-based pedagogy on which it is based; the bringing together of students' experiences, real-life issues and the academic curriculum exciting perspectives on creativity, personal learning, citizenship and emotional aspects of learning; practical guidance based on what the students and teachers say; and, sound theoretically-informed pedagogy which enables schools to reinvigorate students and teachers while meeting attainment targets. With its vision and inspiration plus practical teaching strategies, the book is for everyone involved in secondary education, principally the teachers and headteachers, policy makers and HEI programmes for initial teacher training and professional development in education.

  • Martin Fautley

  • Richard Hatcher

  • Elaine Millard

CONTENTS: Acknowledgements; Introduction; 1. The new approach; 2. The contribution of drama; 3. Drama in practice; 4. Introducing change: The teachers' experience; 5. New ways of learning: The students' experience; 6. The challenge of assessment; 7. The headteachers' stories; 8. Schools in a time of change; References; Index.

This book is an engaging read and will particularly interest those interested in promoting change towards more innovative creative teaching within schools. The book is not a 'how to' manual but instead it indicates what is possible when willing, enthusiastic and committed staff come together to collaborate on a project which utilises their individual strengths.

, Journal of Educational Studies

While the language is free from jargon, the book is primarily aimed at teaching staff but governors may find that it contains sufficient evidence of success to enable them to ask the right sort of questions when considering curriculum development in their own schools.

, Matters Arising