Understanding Curriculum Development in Primary and Early Primary Education - DMX3130BK

Assessment 2: Written draft

Draft (1000 words max.) of Task 2 report to be submitted for formative feedback.

Written draft

Assessment 1: Written plan

Small group peer review of plan for Task 1.

Written plan

Assessment 1: Presentation

Pitch a curriculum development plan. As part of a fictional interview for a deputy head teacher position, students will deliver a 20-minute recorded presentation that discusses the school&#39;s apporach to one of the curriculum areas. Students will choose one area from curriculum of their choice, critically discuss its content, and justify how the school should address it. They will also critically discuss the wider implications for the schools ethos, culture, policies, pedagogy, and assessment. Students will be asked to also submit any visuals of their choice (slides, flowchart, process design, handout, poster...) that highlights the main ideas presented and the literature used.  

Presentation 

<p>You will develop a critical understanding of how curricula for 3 – 11-year olds are designed and operationalized, identifying the social, political and cultural factors that drive this process, considering the relationship between education policy and curriculum content, delivery and assessment, and how this impacts on classroom practice. You will consider the role and the autonomy of the teacher in implementing and interpreting curriculum. You will explore and critique existing curricula, and critically discuss the issues faced when putting them into practice.</p>

School of Education and Professional Development

<p>https://library.hud.ac.uk/readinglists/dmx3130</p>

DMX3130BK - Understanding Curriculum Development in Primary and Early Primary Education

Understanding Curriculum Development in Primary and Early Primary Education

Critically analyses the application of selected pedagogic strategies and approaches for supporting learning in an early primary/primary context.

Demonstrates a critical understanding of the relationship between planning, holistic learning, and assessment.

Critically reflects upon and evaluates the role of social, theoretical and political influences on the construction of a primary/early primary curriculum.  

Demonstrates a systematic and critical knowledge of pedagogical approaches to supporting learning in primary/early primary contexts (including education for personal development and/or an equal, safe and just society). 

Identifies and evaluates theory and policy to support a coherent argument about curriculum design in relation to social, political and cultural factors.