In the 1960’s traditional educational trends included a bigger focus on teacher centred teaching, where classrooms where more closed with a more didactic teaching approach which could come across as very patronising with only a right or wrong answer. In this situation pupils learned more by memorising facts and working from textbooks. Pupils were assessed through IQ tests, where there scores were then norm-referenced meaning their result was compared to an average pupil of same grade or age rather than reflecting on their past result and progress. These traditional education trends began to progress and evolve for example instead of pupils being given all the same content, work was now more differentiated to suit the individual.
The focus on memorising formulas and information instead was encouraged on building the skills to critical think and analyse information. The classroom environment was encouraged on now being more child-centred with open plan rooms, with more of a student choice in their learning and constructive feedback given to help with their build in knowledge and skills as well as keeping morals higher in continuing to work to their best. Education progressed to testing a range of their pupils skills not just IQ and the learning became more transdisciplinarity meaning subjects relate to more than one area of knowledge. Results were then criterion referenced which instead built an average on what to expect in there individual progress rather than comparing their score to an average pupil the same age.
Overall educations traditional trends expanded to become more broad and wider range encouraging multiple perspectives and a greater interest in learning more about other cultures such as languages by having the introduction of AV and AL languages.
The Curriculm for Excellence very much keeps with educations progressive trends. The progressive trend in helping make pupils learning more child-centred with having more of a student choice is seen in one of CfE’s Principles of curriculum of design. The Principle of Personalisation and choice in teaching gives pupils that input in their learning allowing them to take more of an interest and be more engaged in their learning. The personalisation also encourages differention in work load meaning pupils are working at a level and pace that suits their needs and ability. Instead of the class moving at too fast a pace and pupils losing their moral in being able to achieve, pupils are instead less likely to give up as the challenge given doesn’t feel out their reach therefore is challenging enough to keep pushing to achieve their best.
Progressive education introduced testing on a range of skills in order to make teaching more transdisciplinary. This aim is reflected in CfE’s Principles relevance and breadth. Teaching today in the curriculum for excellence is broad, not only covering various ways of thinking or problem solving but also various subject areas in a lesson. For example, a lesson outdoors may include elements of biology, maths, art etc. this shows pupils the relevance learning each subject has by showing the connections it has not only to other subject areas but also to the outside world. Giving examples to when pupils will use their knowledge outside of the classroom keeps pupil enjoyment and engagement.
Overall educations progressive trends focus on ways to keep pushing their pupils learning as well as keeping their engagement and interest this is also shown in CfE’s Principles a they too aim for learning to include the right level of challenge to also provide enjoyment.
