Curriculum

CONTENTS ; INTRODUCTION ; SECTION ONE INTRODUCING THE BOOK ; 1.1 WHAT DO WE WANT TO ACHIEVE WITH THIS BOOK? ; 1.2 HOW DOES THIS BOOK TEACH? ; 1.3 HOW SHOULD YOU STUDY THIS BOOK? ; 1.4 WHAT IS EDUCATION FOR? ; SECTION TWO WHAT IS THE CURRICULUM? ; 2.1 INTRODUCTION ; 2.2 THE INTENDED CURRICULUM: CURRICULUM AS PLAN ; 2.3 THE ENACTED CURRICULUM: CURRICULUM IN PRACTICE ; 2.4 THE IMPLICIT CURRICULUM ; 2.5 CONCLUSION ; SECTION THREE HOW IS THE INTENDED CURRICULUM PRODUCED AND ORGANIZED? ; 3.1 INTRODUCTION ; 3.2 PRODUCING CURRICULUM PLANS ; 3.3 FORM AND STRUCTURE OF DIFFERENT CURRICULUM PLANS ; 3.4 THINKING POLITICA1LY ABOUT THE CURRICULUM ; 3.5 ASSUMPTIONS UNDERPINNING DIFFERENT CURRICULUM MODELS ; 3.6 CONCLUSION ; SECTION FOUR HOW IS THE CURRICULUM ENACTED IN PRACTICE? ; 4.1 INTRODUCTION ; 4.2 ANALYSING CURRICULUM IN PRACTICE ; 4.3 HOW RESOURCES INFLUENCES CURRICULUM USE ; 4.4 PERSISTENT INEQUALITIES ; 4.5 WHERE DO TEACHERS' ASSUMPTIONS COME FROM? ; 4.6 PULLING IT ALL TOGETHER ; 4.7 CONCLUSION ; 5. URSULA HOADLEY ; 9. ; LEMMER, BADENHORST. INTRODUCTION TO EDUCATION FOR SOUTH AFRICAN TEACHERS - AN ORIENTATION TO TEACHING PRACTICE, 1997, JUTA. ; 10. ; SAIDE GETTING PRACTICAL 2E, 2009, OUPSA