The Common Curriculum

Its Structure and Style in the Comprehensive School

Maurice Holt

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English

Routledge
28 January 2020

Educational strategies & policy; Curriculum planning & development

Series: Routledge Library Editions: Curriculum

Originally published in 1978. This book presents how the potential of the comprehensive school could be realized by bringing unity and coherence to its curriculum and organization. Among the subjects considered are value judgments and curriculum design; faculties and the organization of learning; subjects and options; the sixth form; and the timetable as an enabling device. This book goes beyond the prevalent considerations of the time to examine the relationship between educational theory and practice, and the underlying issues of how a rationale of curriculum may be determined and the involvement of teachers in school-focused curriculum development. An appendix considers the curriculum and timetable structure of Sheredes School in Hertfordshire, a new comprehensive school set up in 1969.

By: Maurice Holt
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 216mm, Width: 138mm,
Weight: 258g
ISBN: 9781138321762
ISBN 10: 1138321761
Series: Routledge Library Editions: Curriculum
Pages: 212
Publication Date: 28 January 2020
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Maurice Holt

Reviews for The Common Curriculum: Its Structure and Style in the Comprehensive School

From review of the original publication: 'The Common Curriculum is a recommendation for the total organization of a comprehensive school. He rightly wants us to refuse to organize comprehensive schools as if they were grammar/technical/secondary modern schools on the same site, and to establish an appropriate pattern of purpose and structure for genuine comprehensive education. It is easy to read, full of useful references, and is an optimistic book: an optimism born of successful practice and therefore entirely credible to experienced teachers.' Patrick Eavis, The Times Educational Supplement