Gloria in Excelsis Deo
THE CURRICULUM
“To know an object is to lead it through a context which the world provides”
- William James
‘Curriculum’ is a generic term coined for many different circumstances and with a range of
meanings. The dictionary offers that it is ‘the subjects comprising a course of study in school or
college’ (Oxford). From an educator’s perspective this is only a partial insight into what we mean
when we discuss curriculum. There are various perspectives of what the curriculum means and they
are multi-faceted.
The real meaning of ‘curriculum’ is evidenced through its execution. While the formal curriculum
may exist on paper, the test is in its translation to the specific school and classroom. There are so
many layers and filters through which the curriculum flows: the organisation(DoE), the school, the
teacher, the class and finally, the student.
The curriculum includes the intended and the
unintended; the explicit and the implicit; the written and the enacted; the curricular and the extracurricular. Finally there is the student’s own ‘course of study’ that is, the learning the student brings
to the process. Our curriculum aims at what is being taught and at what is being learned, formally
and informally. At the centre will be the concept of the curriculum as an entitlement to every
student.
Our curriculum is driven by values. These values influence what is included in the learning
programme, the ways in which decisions are made, how the curriculum is conveyed, the conception
of the student in the process, the methods of assessment and the organisational structures.
Our curriculum not only includes the imparting of knowledge from the teacher to the student, it
includes the student’s responsibility to learn and to absorb knowledge. The vision of the school is to
educate students holistically, equipping them with knowledge, confidence and an unwaivering
values system in which respect forms the cornerstone to all learning. Our curriculum aims at
ensuring that our student is well equipped for daily life in the twenty-first century.
CORE THINKING SKILLS
“The world as we have created it is a process of our thinking.
It cannot be changed without changing our thinking.”
- Albert Einstein
An effective thinker has a wide range of skills to help them to create meaning, gain understanding,
make judgments, make good decisions, self-analyse and reflect. These are the skills that we need to
equip our students with so that they are able to make a difference in not only their own working
lives, but in the lives of those with whom they will work.
In this, the 21st Century, we need to look at methods of thinking that are understood and
evolutionary, rather than relying on those methods that are instituted impulsively and are
revolutionary.
Our aim is to develop problem solvers, who are innovative. Students need to develop their creative
skills and their sense of adventure, trusting their own value systems. They should wish to make a
difference in our world and to accomplish something of significance.
Some of the core thinking skills would include:
 Recognising a need or a problem
 Recognising inadequate information or evidence
 Clarifying relevant language
 Asking relevant questions
 Differentiating between fact and opinion
 Evaluating credibility of information and sources
 Generating solutions
 Assessing solutions
 Considering long and short term consequences, sequels and outcomes
 Making wise, informed decisions
Edward De Bono states that “Questioning is the engine house of thinking”. We must ensure that our
students develop the ability to ask effective, relevant and probing questions in order to make
informed, educated decisions.
Our students need to spend some time deciding which skills they see as being central or core to
thinking. We needs to work together to develop critical thinking, co-operation and collaboration, all
of which are skills needed in today’s workplace.
USING THE ‘SAUCE’ METHOD
Setting the scene
Skills: clarify relevant language. Clarify issues and ask relevant questions.
Acquiring information
Evaluate validity or credibility of information and sources. Clarify and critique texts, weigh
up evidence and ask relevant questions.
Using information:
Make wise decisions, consider short and long term possible outcomes and consequences.
Generate possible solutions. Assess possible solutions. Ask relevant questions.
Communicating outcome, thinking and decisions
Communicate ideas with others.
Trust your own thinking skills.
Collaborate with others. Ask relevant questions.
Evaluating product and process
Analyse and evaluate actions. Ask relevant questions.
Listen to others.