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R3C1 Connection: Does the curriculum engage with the cultural resources and funds-of-knowledge of families and the community?

‘Only connect – live in fragments no longer’, wrote E. M. Forster. This thought...

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Andrew Pollard
5 May 2010

‘Only connect – live in fragments no longer’, wrote E. M. Forster. This thought can be applied to the meaningfulness and linkage of the curriculum with the communities which each school serves. TLRP’s Home-School Knowledge Exchange project affirmed the knowledge of families and devised ways of drawing this into the curriculum. Outcomes in literacy and numeracy improved and transfer between Key Stages 2 and 3 transfer was facilitated (Hughes et al, 2007, 2008).

Taking this idea rather further, the Cambridge Primary Review recommended that 30% of teaching time should be framed by a community curriculum drawing on local organisations, resources and environments. In the secondary context, the links which already exist to employers and other community organisations might be expanded.The underlying theme here is about the contextual meaningfulness of the curriculum. Whilst national frameworks exist in Wales, Scotland, Northern Ireland and England, local adaption is likely to enhance both the perceived value of schooling and the quality of learning.

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