The Big Squeeze: KS4 Curriculum – Breadth or Depth? | headguruteacher Four ways to solve the big squeeze. The new GCSEs have forced us to think hard about our priorities and principles for the curriculum at KS4. Although we undertook an in-depth review of our model last year – as documented here – we are already looking to make some adjustments. In particular, as shown in the diagram, we’ve added an hour to Maths and taken it from PE. Although I resisted this initially, even though we’re effectively starting core GCSE courses in Year 9, it is now abundantly clear to me that Maths needs more time in Y10/11; 7 hrs a fortnight just isn’t enough for our students to tackle the volume of the new GCSE. However, taking time from PE doesn’t sit well. The other change is in relation to triple science. I am aware that part of the pressure we’re putting on the core comes from our insistence on teaching a broad curriculum to all students through running four option blocks. For comparison, when I was at KEGS, our KS4 looked liked the model above. Like this:
Persephone, Queen of the Underworld - Greeka.com The story of Persephone, the sweet daughter of goddess Demeter who was kidnapped by Hades and later became the Queen of the Underworld, is known all over the world. It is actually the way of the ancient Greeks to explain the change of the seasons, the eternal cycle of the Nature's death and rebirth. Persephone is understood in people's mind as a naive little girl who flows between the protection of the mother and the love of her husband. Want to discover more myths? The abduction from Hades According to Greek Mythology, Persephone, the queen of the underworld, was the daughter of Zeus and Demeter, the goddess of harvest and fertility. The most persisting suitor of Persephone was Hades, the god of the Underworld. One day, while the young girl was playing and picking flowers along with her friends in a valley, she beheld the most enchanting narcissus she had ever seen. Desperately looking for Persephone The other girls had not seen anything because everything happened very quickly.
Bloom’s Taxonomy Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the “Download this photo” icon. Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Original Taxonomy (1956) Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):