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Planning a competence-based curriculum: the case of four secondary schools in England

Record type: Article

Despite the belief that schools tend to be resistant to change (Hargreaves 1994), it is possible to find secondary schools in the UK which are investing in the design of an innovative curriculum for their year 7, (11-year-old students). This paper focuses on four of these schools and discusses some of the challenges they face in planning and implementing their competence-based curricula. Such curricula tend to be based on the rationale that they better prepare all students for the constant changes of human knowledge and understanding. They develop transferable skills rather than subject specific content, which are considered necessary requirements for learners as future productive members of society in the 21st Century. Advocates of competence-based curricula argue that such curricula are more inclusive and emancipatory that traditional curricula, although this view is contested (e.g. Young 2008). Employing Bernstein’s (1973, 1999) concepts of framing and classification of the curriculum this paper describes the challenges and constraints encountered by four schools which have endeavoured to develop a competence-based curriculum.

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Citation

Byrne, Jenny, Downey, Christopher and Souza, Ana (2013) Planning a competence-based curriculum: the case of four secondary schools in England Curriculum Journal, 24, (3), pp. 335-350. (doi:10.1080/09585176.2012.731007).

More information

Published date: September 2013
Keywords: school transition, secondary schools, planning, innovation, competence-based curriculum
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 342206
URI: http://eprints.soton.ac.uk/id/eprint/342206
ISSN: 0958-5176
PURE UUID: ba15c374-3d86-4ebe-8f73-dab8d7e76f53

Catalogue record

Date deposited: 15 Aug 2012 14:41
Last modified: 18 Jul 2017 05:30

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Contributors

Author: Jenny Byrne
Author: Ana Souza

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