Staff involvement in the design of a key skills curriculum model: a case study


Kelly, Anthony, West, Mel and Dee, Lesley (2001) Staff involvement in the design of a key skills curriculum model: a case study. The Curriculum Journal, 12, (2), 179-190. (doi:10.1080/09585170122460).

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Original Publication URL: http://dx.doi.org/10.1080/09585170122460

Description/Abstract

This case study follows a school as it struggles to prepare for the changes brought about by Curriculum 2000 and the new key skills qualification. It describes the curriculum debate within the senior management team as it balanced the conflicting needs of subject popularity and necessity. It relates how inherent structural flaws were uncovered in the proposed curriculum strategy, how this very failure was used as an opportunity to an opportunity to initiate staff involvement in the design of curriculum structures and how success were subsequently fashioned from the process. It is a story of failure, consideration, reflection and improvement, and offers some insight into the lessons learned by management and teaching staff as they reflect on the process of change and their own participation in it.

Item Type: Article
ISSNs: 0958-5176 (print)
Related URLs:
Keywords: key skills, curriculum structure, integrated delivery, staff involvement in structural change, gender imbalance
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
Faculty of Social and Human Sciences > Southampton Education School > Leadership, School Improvement & Effectiveness
ePrint ID: 11263
Date Deposited: 11 Nov 2004
Last Modified: 04 Dec 2014 20:55
URI: http://eprints.soton.ac.uk/id/eprint/11263

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