Theorising Teacher-led, student-led learning in a project based curriculum [abstract only]

In my talk I will discuss curriculum development in a UK secondary school that follows an innovative approach to curriculum design and pedagogy based on the interdisciplinary, problem based learning, approaches of Expeditionary Learning schools in the USA. This pedagogy aims to combine a knowledge-led curriculum with pupils’ engagement, to effect a Future 3 School (Young et al., 2014). I focus on how teachers develop their professional knowledge through their understanding of ‘critique’ and ‘rigour’ in developing the curriculum. By means of a theory of teacher autonomy (Pountney, 2015) I elaborate an understanding of expertise and authority in teachers' practices, and of consensus and purpose in their moral and practical lives. This extends the judgement of quality of teaching to include the process of effectively reviewing, critiquing and forward-planning teaching practice in a collegial context.