Abstract
Catholic schools. has articulated There are concerns that the curriculum of Catholic schools has been increasingly dominated by pressures to conform to a programme of education legitimised by an intrusive secular state and designated as a ‘national curriculum’. Accordingly, the curriculum of Catholic maintained schools is regulated within a standardised framework that is directed by government. Contentiously, it has been asserted that, as a result, the curriculum in Catholic schools in England has effectively been ‘de-Catholicised’. This claim has been contested. For example, it is maintained that the matter is more nuanced than this and the situation cannot be interpreted in such an unequivocal way. However, it might well be asked: what should a Catholic curriculum look like? In the face of this question, leaders in Catholic schools are encouraged to consider renewing and restoring a distinctive curriculum by permeating it systematically with the principles of Catholic social teaching. Ultimately, the writer argues, the curriculum of Catholic schools should provide students with an understanding of the teachings of Jesus Christ.
Highlights
One of the most important debates in education today concerns what children should learn in schools
Whilst the subject of the curriculum has been examined in a vast range of literature, which can be traced at least as far back as Plato in The Republic, the focus of this paper will be to consider the curriculum of Catholic schools
It provided for the introduction of a National Curriculum, which defined the statutory parameters for the educational provision of maintained schools
Summary
One of the most important debates in education today concerns what children should learn in schools. Catholic schools have a distinctive religious character and offer a philosophy of education that is based on faith. The implication is that a school curriculum should be regarded more broadly than a set of academic, empirical and artificially-designed subjects of study but should include religious, moral and spiritual aspects of human life. A curriculum should be imbued with values that reflect a synthesis of faith and culture. It reflects a holistic and integrated approach to education. This is not a perspective that is universally accepted, though, and it has been contested by an aggressive campaign opposing faith schools. To consider what is meant by ‘the curriculum’
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