Nicole Rapa

Task 1: The Curriculum

Write Up:

One of the most persistent questions that educators ask is ‘what should go on the curriculum?’ This
question raises multiple questions about what knowledge is worth teaching, the goals of education,
and the broader societal implications of these choices. This is because the curriculum is related to
power and the ideologies it wants to disseminate. The curriculum propagates the ideas and values of
whoever is in power. Within this complex landscape, three primary outlooks on curriculum content
emerge.

The first perspective, known as the Academic Curriculum, emphasizes the importance of academic
subjects and theoretical inquiry as the core components of education. Despite its benefits in
promoting the pursuit of truth and intellectual growth, this perspective faced criticism for potentially
neglecting practical skills, emotional intelligence, and overemphasizing formal education. In contrast,
the Vocational Curriculum, represented by scholars like Richard Pring, contends that education
should prioritize practical activities that equip students with skills necessary for their future
livelihoods. It challenges the notion that knowledge resides solely in academic disciplines,
emphasizing that theoretical understanding is vital even in practical fields. Striking a balance
between these perspectives is seen as the key to preparing well-rounded, adaptable individuals. The
Virtue-Based Curriculum takes a distinct approach by, instead of specifying activities, it focuses on
cultivating personal virtues in students. This approach recognizes that education should not be
limited to knowledge acquisition but should also emphasize character development and ethical
values. Balancing these diverse goals can be a formidable challenge, but it is essential for nurturing
individuals who are both knowledgeable and ethically responsible.

While each of these three curriculum approaches has its advantages, there is no universal solution.
Consequently, a combination of these concepts within the curriculum becomes imperative to achieve
a more holistic educational approach. Unfortunately, the Maltese curriculum predominantly
emphasizes the academic aspect, with limited attention given to fostering vocations and virtues. My
first-hand experience in the school I was assigned to last year exemplified this issue. Despite
substantial awareness of (cyber)bullying, a group of Year 10 students engaged in bullying a classmate
within an online chatroom. The situation escalated to such an extent that law enforcement had to
intervene, resulting in the suspension of all involved students. This shows that the curriculum needs
to focus more on the instillment of virtues like benevolence and care.

At the same time, the school offered an optional debate class, which attracted only a small number
of students. Nevertheless, I strongly believe that this class was highly advantageous. In this class,
students engaged in discussions on various contemporary topics, such as health, foreign affairs,
education, science, homelessness, and more. Additionally, they actively participated in events like
Agenzija Zaghzagh’s Young Parliamentarians, where student groups from various schools debated
specific topics, with the best debater or team securing victory and a monetary prize. If this were to
be widely implemented it would be of great benefit for the students as while they are learning about
current topics, they would be gaining skills in public speaking, pitching of ideas, lobbying, and
debating. All this contributes to an increase awareness of responsible citizenship and becoming
inspired to take an active interest in democratic processes.

Furthermore, an implementation of vocational and virtue approaches in the curriculum is easier said
than done. This is because most teachers do not feel comfortable or lack the knowledge to integrate
these approaches in their daily teaching. Therefore, teachers would need training on the modern
Nicole Rapa

teaching methods. Furthermore, integrating virtue-based education requires thoughtful adaptation

of pedagogical approaches and consistent school culture that reinforces these values.

In conclusion, curriculum design in education is a complex and multifaceted endeavour, with various
perspectives on what should be included and the goals of education. Striking a balance between
theoretical and practical education, considering the role of education in employment preparation,
and nurturing virtues are all crucial aspects of developing an educational system that addresses the
diverse needs and aspirations of students and society.