Exploring the impact of pedagogy and partnership on curriculum, conservation and attitudes
Written by: Andy Moor and Charlotte Smith
9 min read
Since 1988, the curriculum has been a requirement of every school in England. Its earliest aims sought to ‘equip children for a lively and constructive place in society’ and ‘to fit them to do a job of work’ (Callaghan, 1976). Over the last 31 years, the world and the challenges it faces have certainly changed. How then can our curriculum be truly fit for its time?
Most educators would agree that any curriculum should help children to achieve their potential and flourish. Hannon (2017) stresses how schools should aim not only to help children develop a secure sense of self, but also to positively shape themselves, the people and the world around them. In this project, we have considered - through curriculum development - how we can help our young people to ‘thrive’ and take their place in sustaining our global community.
Global wildlife populations have declined 60 per cent in less than half a century, with the vast majority of causes linked to human behaviours such a
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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