Curriculum and Context

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

M (FHEQ Level 7)

Graded or Non Graded:

Non Graded

Version Valid From:

2024-09-01

Module Leader:

Gwyneth Allatt

Version Number

2024.01

Learning Methods

Seminar

Lecture

Guided Independent Study

Tutorial and Project Supervision

Synopsis

This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will investigate the impact of policy on curriculum development and draw on appropriate evidence to interrogate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.

Learning Strategy

Lectures and seminars on key topics; work-based learning; critical engagement with mentors and other learners through group work, work-based support groups or electronic communications. Use of the University VLE. Elements of independent study, supported by blended learning.

Outline Syllabus

Curriculum policy and practice. National policy directives and accountability frameworks. Markets of lifelong learning provision including provider types and career paths. Concepts of curriculum and how these relate to political, philosophical, and socioeconomic perspectives on education. The ways in which national, local and organisational policy influence the curriculum. Social justice, curriculum entitlement and choice. Theories of curriculum design and curriculum paradigms. The stages of curriculum development. The principles of designing, planning and organising curriculum. Approaches to curriculum design that enhance learning and progression in the specialist field. Pedagogical and technological innovation in the specialist area. Components of curriculum (specialist learning and teaching, assessment, access and progression). The selection of curriculum knowledge and the nature of the subject. Curriculum cohesion. Curriculum evaluation and monitoring. Professional values and beliefs. Funding and oversight. Quality improvement, quality assurance systems and standards.

Learning Outcomes

On successful completion of this module students will

Critically analyse the ways in which curriculum design can promote opportunities for students from diverse backgrounds.

Identify improvements to a curriculum integrating the core skills of English, maths, sustainability and digital technologies.

Demonstrate a critical understanding of the political, economic and sociocultural factors that guide the design of lifelong learning curricula.

Critically examine the impact of curriculum policy on professional values, identity and practice.

Synthesise research in the field of curriculum design and development.

Reflect critically upon the development of own values and professional expertise in relation to curriculum development.

Critically analyse the professional values and beliefs shaping lifelong learning.

Identify links between research-informed practice and curriculum development.

Engage critically with academic literature on curriculum, professionalism and subject specialism.

10.

Critically appraise the development of own values and professional standards in relation to current practice.

Formative Assessment

Assessment 1: Oral presentation/assessment

Assessment 2: Written draft

Summative Assessment

Assessment 1: Presentation

Description:A presentation in which trainees will locate their specialist curriculum in the present policy context. This will critically evaluate how educational policy in the specialist area relates to the values and beliefs that underpin the trainee's professional practice.

Assessment Weight:40

Assessment Length:1500 Words (Equivalent Word Count)

Module Learning Outcomes:MLO4, MLO6, MLO7, MLO10

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 2: Written Assignment

Description:A project that critically evaluates the relevance and effectiveness of a curriculum in the specialist area and suggests improvements to its design. It will show a critical understanding of the planning and decision making process that underpins the organisation of the curriculum and identify the characteristics that are integral to its successful implementation. The submission may involve either empirical or conceptual enquiry. It must demonstrate significant engagement with relevant research literature and a critical understanding of key principles of curriculum design.

Assessment Weight:60

Assessment Length:4500 Words (Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO5, MLO8, MLO9

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

All assessment tasks should: Meet all module outcomesDemonstrate effective practical, professional and reflective skills, knowledge and values in own subject areaSynthesise relevant readingDemonstrate systematic and well-developed understanding of key issuesAnalyse the application of theory to practice where appropriateBe written and presented in a clear academic style. All assessment tasks must … For more content click the Read More button below.

All assessment tasks should:

Meet all module outcomes
Demonstrate effective practical, professional and reflective skills, knowledge and values in own subject area
Synthesise relevant reading
Demonstrate systematic and well-developed understanding of key issues
Analyse the application of theory to practice where appropriate
Be written and presented in a clear academic style.

All assessment tasks must be passed.

Course and Module Catalogue