Analysing and evaluating the curriculum
This chapter suggests a wider range of methods which can be used by teachers in obtaining feedback from their teaching. It focuses on methods that can be used by teachers themselves, it seems useful to begin by putting this into context by relating it to large-scale evaluation of the kind that demands considerable time and resources. All teachers evaluate the curriculum at least informally: at the end of a lesson, or of time spent with an individual pupil, they have some sense of whether the work has gone well or not. Textbooks that may shape the learning activities of hundreds or even thousands of pupils deserve more careful analysis and choice; the purpose of the next task is to give an opportunity to carry out a detailed analysis. Appropriate strategies include asking about the history of attempts at innovation, successful or otherwise, and asking about curriculum changes that a teacher would like to see in the school.