Negotiated Curriculum Developing and Implementing a Model for Negotiated Curriculum

Researching a Model In the initial stages of my TPL leave I researched a model to help guide and inform negotiated curriculum. This is what it looks like.

A definition This involves students making decisions about their own learning in collaboration with a teacher and/or other students. Participants work to achieve outcomes that are acceptable to all.

Why should we include negotiation in our curriculum? To give students ownership of their learning. And therefore improve engagement. Allow the opportunity for students to fully develop their learning in an area of passion.

Negotiated Curriculum in Yr 10 Art For my negotiated unit I worked with my year 10 art class. We started with a Multi media piece, designed to build confidence and to develop an understanding of experimenting with materials. From here students were asked to create art work around the notional idea of Altered Books. They were given free reign on topic and media. Students explored their topic via a Mind Map. They further develop their ideas through: an inspiration page, concept drawings and material trials. Their progress was monitored through the completion of a weekly reflective diary. They completed a self assessment grid at critical stages throughout the semester.

Examples of Student Work This book was designed around the theme of the 80s. The student researched her ideas by first interviewing her mother to find out what music, fashion and trends were prevalent at the time. She found images and objects that were appropriate to the era. These were collaged into her book using a range of materials and techniques.

Examples of Student Work These image are from a student’s “tuning in” phase of the negotiated unit. They show the completed image along with annotated work samples.

A Brief Summary of TPL Participating in Teacher Professional leave this year has given me time to research an area I am interested in. Negotiation is something I have always done to a certain extent in the art classroom. Research has helped to solidify some of my understandings of this process, disabuse others, as well as find new information. As a visual person I needed to put this into a format that clearly explained the process (i.e. The Model) By trialling this process, I was able draw some conclusions about what worked and what didn’t. Negotiating curriculum does not take away the need for explicit teaching. There is a greater need to make students accountable for their progress and teachers need to have a deep understanding of what each student is doing. (This is time consuming for the teacher.) Some students fly, they are independent in their learning, and willing to take risks. Others need structure and support within the context of “choosing” a topic and process that is achievable for them.