The course will address the theme of competence with particular reference to the curriculum in school education, an effective tool in teaching practices.

The analysis will be conducted starting from theoretical foundations, defining the space of competences and the logical structure of didactic design to address the methodological and operational dimensions of building up competence in the school context.

The course will analyze the theoretical-practical construct of the curriculum, also in its integrated dimension, as a perspective for reflecting on the problematic nature of school education, a lever for educational and didactic design with a critical eye. 

In particular, it aims to promote:

• knowledge of the concept of competence in the educational context and the role of competence in the school curriculum
   

the pedagogical and didactic construct of the curriculum
 

the analysis of integrated curricular paths
 

• the logical analysis of competence in curricular design
   
• competences as logical goals different from knowledge or skill objectives
   
• theoretical deepening for the constitution of a pedagogical paradigm of competences
   

the capacity for planning, the teacher's necessary aptitude for reflectivity in the face of the multiple challenges of the present in education to create favorable conditions for an effective and inclusive learning process, an expression of a democratic school.

Introduction to the course

Competence between common sense and curriculum

An informal analysis of the concept of competence

The concept of competence in ordinary discourse

Competences in the school curriculum

Competence from vocational training to the school curriculum

The structure of competence

The new logic of didactic design

The formulation of competence goalsCompetences assessment

A paradigm for competence development

From behaviorist to cognitivist approaches to competence

The behaviorist approach to competence

The computational approach to competence and criticisms

A paradigmatic sketch for competence development

Intentional states and competence

Competence training
Competence in school education

The critical debate on competences

Competences in the human capital and human development paradigm

Soft skills, non-cognitive skills, and character skills
Are they a new type of skills?
Character skills and human capital

No prerequisites are foreseen.

At the end of the course, the student, in relation to Curriculum Pedagogy, should demonstrate to have acquired:

Knowledge and understanding:

•  basic knowledge related to the main lines of the epistemological debate in the field of curriculum pedagogy with particular reference to school education;
•  understanding of the fundamental concepts of the competence-based curriculum;
•  understanding of the main mechanisms related to knowledge, skills, and competences, in relation to their use in professional contexts;
•  analysis of the construct of competence, in its structural and functional aspects in the educational field;

Applying knowledge and understanding:

•  demonstrate understanding of the theoretical and methodological approaches to competence in school education;
   
•  know the concept of competence in the educational context and the role of competence in the school curriculum
   
•   demonstrate the ability to design a competence-based curriculum

• ability to analyze some examples of curriculum in its integrated dimension

Making judgements:

•  recognize themes and problems of curriculum pedagogy, giving value to the reflective role of the teacher;
• analyze and interpret integrated curricular paths
•  simulate a competence-based curriculum used in the school path;
•  critically evaluate knowledge, skills, and competences in the school context.
   

Communication skills:
 

•  clearly express the course content, explaining its meaning;
   
•  communicate through the use of specific disciplinary language;
   
•  argue on themes and problems peculiar to competence-based curriculum pedagogy
   

Learning skills:
 

• use knowledge and concepts to reason according to the specific logic of the curriculum;
   
•  use knowledge and concepts to promote the competence-based curriculum;
   
• simulate curriculum planning, also in its integrated dimension;
   

autonomously navigate the study of provided texts and didactic materials which will be provided.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Formative assessment tests during the course (self-assessment) in presence and/or online with assignments on the Moodle platform › blended.uniurb.it.

In-depth seminars and contributions on the integrated curriculum.

Teaching

The course will be structured over two days a week.

To encourage in-depth study and reflection by students with the teacher, lessons, depending on the topics covered, will be held using different strategies:

classroom-taught lessons;
 

interactive lessons;
 

group work;
 

active in-depth exercises on adopted texts;
 

simulations (also using methods such as Debate);
 

exercises in class (individual, in pairs and in groups, also with the use of technological tools).
 

Innovative teaching methods

Cooperative learning
 

Flipped classroom

Attendance

Attendance is not mandatory.

Course books

M. Baldacci, Curricolo e competenze. Nuova edizione rivista e ampliata, Mondadori Università, 2024
 

B. Martini, M.C. Michelini, Il curricolo integrato, Franco Angeli, 2020 (p.1-136; p.149-191; p. 232-249)