Diversifying the Curriculum
In order to avoid the ‘hidden curriculum’ which can be seen as – the unintended and/or unacknowledged learning that takes place during a course of study, which can unwittingly lead to the absorption of attitudes, values and perspectives; Diversifying the Curriculum aims to magnify teaching practices and syllabi content which is inclusive of and not limited to non-Western figures and influences in all academic knowledge. At The Courtyard, the World Studies Curriculum aims to bridge the gap between theory and practice through enabling increased and sustained representation of non-western subject content as integral to the norms of course design, delivery and assessment rather than mainly being experienced by pupils as standalone content or as an extra-curricular activity.
By, avoiding subject fragmentation and emphasising the importance of developing cultural empathy and critical thinking, the Curriculum has been organised to acknowledge diversity and individual identity in ways that are appropriate to the context of our school and the wider national and global picture. The Curriculum aims are:
• Students gain an understanding of a range of local, national and global concepts through a variety of multi-disciplinary and enquiry-based approaches;
• Increase the visibility of BME/BAME representation in Western contexts;
• Improve critical thinking by using taught content to build conceptual frameworks to prevent unconscious bias and challenge assumptions;
• Enable all students to gain further insight into their fields of study by looking at a subject through a wider range of lenses (e.g. historical, legal, ethical, cultural, social, political or philosophical dimensions).
At The Courtyard the Subjects are broken down by ability groups of our students. Each term intends to introduce and alleviate a conceptual theme with guided visual and real world practical examples which students will engage with as their primary study focus. Topic outcomes will remain the same for all students but the level of analysis will depend on student ability levels. The Curriculum follows the structural core term themes within the PAIL umbrella as follows:
Autumn - Self/Identity and Relationships:
Year 1 – Evolution and Symbolic Culture. Year 2 – Mythology. Year 3 – Philosophy
Spring – Communication:
Year 1 – Trade and Culture. Year 2 – Nationalism. Year 3 – Racism and Human Rights
Summer - Our World:
Year 1, 2 & 3 – Contemporary Politics and Sustainability
In addition, World Studies will be cooperatively working alongside Lyfta – an online Immersive StoryWorld education based platform. The use of Lyfta and its contents compliments the World Studies Curriculum through enabling students to engage with the topics through rich media articles, audio and visual environments.
Students will leave The Courtyard having exposure to the diverse nature of the world around them. With the ambition through the World Studies Curriculum is to initiate, grow and sustain curiosity in our students. A curiosity with which students using all their knowledge and skills gained at The Courtyard can continue to investigate; continue to learn and continue to grow as individuals. With the ability to think independently, critically and with effective communication skills, students will be able to form their own opinions, judgements and, view information from multiple points of views as they navigate life after The Courtyard.