Curriculum, pedagogy and assessment are the three message systems through which valued knowledge is communicated within educational systems. Knowledge and Curriculum Objectives: The student teacher will be able to: To understand the way in which the curriculum is driven by assessment. Whilst developing the curriculum, education secretary Michael Gove made it clear that he admired the work of E. D. Hirsch and emphasised that the new curriculum would be … Maton (2000) states that one cannot read off curriculum structure directly from knowledge structure, and that this curriculum. Sociologists of education have already put this question on the research agenda. The Art and Science of Teaching Teaching effectively requires the skill of a knowledgeable and experienced educator. There is a close relationship between curriculum, pedagogy and assessment. Content knowledge transformation: An Examination of the relationship between content knowledge and curricula. To examine the epistemological basis of education. Knowledge and skills. To critically analyse various samples of textbook To identify various dimensions of the curriculum and their relationship with the aims of Education. Two research questions are addressed: firstly, at a theoretical level, the relation-ship between knowledge structure and curriculum structure. Knowledge of the relationship between curriculum and instruction may help educators strive to provide a quality education to students. UNIT -1 KNOWLEDGE EDUCATION CURRICULUM AND PERSPECTIVES Structure 1.1 Introduction 1.2 Objectives 1.3 Foundation s of Education 1.4 Genesis of knowledge 1.5 Types of Knowledge 1.5.1 Personal Knowledge 1.5.2 Procedural Knowledge 1.5.3 Propositional Knowledge 1.6 Structure and Forms of Knowledge 1.6.1 Ways to Acquiring Knowledge 1.6.2 Meaning of Information 1.7 Modes of … Not at all. In 2014, the government released the new national curriculum for schools in England. An understanding of the definition of teaching aids the educator by providing perspective on different teaching approaches. And is the 2014 National Curriculum ‘only knowledge’? Added to this is the very nature of knowledge itself. The knowledge any society or community considers educationally valuable is shaped by power, control, time and place. the curriculum is a body of knowledge which represents a selection from “all possible knowledge.” Second, it is asserted that a functional relationship exists between the curriculum and class relations. Teaching and Teacher Education, 11, 389-401. CONTENT KNOWLEDGE TRANSFORMATION: AN EXAMINATION OF THE RELATIONSHIP BETWEEN CONTENT KNOWLEDGE AND CURRICULA By: Ang Chen and Catherine D. Ennis Chen, A., & Ennis, C. D. (1995). The National Curriculum in England laid down the key distinction between the National Curriculum – a parsimonious statement of essential content – and the school curriculum – a set of rich and engaging experiences, determined by teachers and focused on all children acquiring essential content. 2. Knowledge-practice relations in curriculum: an overview If one were to draw up a continuum of possible curricular relations between knowledge (or what is called ‘theory’) and practice, there would be a range of combinations between the two outer ends of the continuum: