This Is How We Think About Learning Here: A curriculum engineering framework for schools beyond 2030

Halford (CHKZ), Carl; International, Winford

ISBN 13: 9798261940418

Editore: Independently published, 2025

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Dati bibliografici

• Titolo: This Is How We Think About Learning Here: A curriculum engineering framework for schools beyond 2030
• Editore: Independently published
• Data di pubblicazione: 2025
• Lingua: Inglese
• ISBN 13: 9798261940418
• Rilegatura: Brossura
• Condizione: New

Descrizione articolo

Riassunto

Teaching has never been harder.
Teachers are working harder than ever.
Yet too often, learning remains fragile, short-lived, and difficult to transfer.

This is not a failure of effort.
It is a failure of design.

This Is How We Think About Learning Here is not another pedagogy book.
It is a learning operating system.

Written for teachers, school leaders, curriculum designers, and training leads, this book re-architects how learning is designed, sequenced, governed, and sustained—from individual lessons to whole-school systems.

Instead of offering tools, trends, or techniques, it provides something far more durable:

A way of thinking about learning that still works when policies change, technologies evolve, and certainty disappears.

Inside, you will learn how to:

• Design lessons that build thinking, memory, and transfer, not just engagement

• Embed STEAM, metacognition, and learning-how-to-learn invisibly—without labels or overload

• Use AI as infrastructure, not a shortcut or a threat

• Reduce teacher workload while raising professional standards

• Move from isolated lesson planning to coherent curriculum architecture

• Build systems that protect staff, sustain quality, and scale excellence without burnout

Grounded in cognitive science, inspection literacy (Ofsted, EIF, EEF, HPL), and real leadership realities, the book speaks directly to professionals who are tired of initiative fatigue and ready for coherence.

This book is for:

• Teachers transitioning from delivery to facilitation and coaching

• School leaders acting as curriculum stewards, not micromanagers

• Trainers, consultants, and system designers building long-term capacity

• Institutions preparing learners for complexity, uncertainty, and AI-rich futures

This book:

• Does not sell “best practice” lists

• Does not chase trends

• Does not overwhelm with tools

• Does not blame teachers or learners

Instead, it quietly changes how you see planning, teaching, leadership, and learning itself.

You will not finish this book with more to do.

You will finish it unable to plan, teach, or lead in the same way again—even if you try.

This is not a book you read once.
It is a system you grow into.