20 credits at level HE7
Curriculum Studies has developed from the traditional education studies of philosophy, psychology and sociology, and course members will necessarily need to use these conceptual frameworks when considering the influences and underlying values of a particular curricula specification. Curriculum Studies will provide a fundamental theoretical basis for the study of Education. It will enable course members to identify, examine and critically evaluate theoretical models of curriculum development and design. Course members will be expected to make links with contemporary issues influencing curriculum development which will be examined in further depth in their chosen option modules. It will also provide an introduction to the major issues identified in the named Themes, thus raising awareness of current educational debates which influence curriculum design and development thereby creating a coherent framework for further study.
The issues considered are those which are perceived as relevant to all involved in designing the Curriculum. However, course members will be invited to consider these in relation to their areas of special interest and it is envisaged that theoretical perspectives and practical strategies will be combined to form the basis of the module assignment.
The specific content will be negotiated within the group, thus reflecting particular needs and interests of the participants. However, it is envisaged that the content will reflect the concerns identified in the following list.
Curriculum Design and the theoretical framework
Political and Economic influences upon the Curriculum
Vocational V Liberal Education
Competency Based Curriculum
The Hidden Curriculum
Gender and the Curriculum
The influence of I.T. on the Curriculum
Managing Curriculum Change
Technical and Vocational Education
Inclusive Education - a change in the world view
Relevant conceptual frameworks and theories drawn from a range of disciplines will be identified and applied to the study of curriculum models and the investigation of policy developments within the PCET sector. In addition to a critical analysis of current trends and issues in the sector, course members will examine the philosophical bases of their professional fields of interest with a view to evaluating and supporting curriculum design and learning/teaching strategies in the field. A broad range of current issues and developments will be reviewed, and a specific topic will be selected and studied for the completion of the module assignment.
One written assignment of 3.500 words weighting 80% and one seminar presentation weighting 20% is to be completed.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||1. Critically analyse theoretical models of curriculum development.||One written assignment of 3.500 words weighting 80% and one seminar presentation weighting 20%|
|2.||2. Examine these within their own area of interest.||3.500 words weighting 80% and one seminar presentation weighting 20%|
|3.||3. Develop an awareness of political and economic influences on curriculum development.||3.500 words weighting 80% and one seminar presentation weighting 20%|
|4.||4. Identify contemporary concerns and tensions which impinge on curriculum design.||3.500 words weighting 80% and one seminar presentation weighting 20%|
|5.||5. Examine the concept of the hidden curriculum and critically analyse its perceived effects on the student experience.||3.500 words weighting 80% and one seminar presentation weighting 20%|
Your achievement of the learning outcomes for this module will be tested as follows:
Before taking this module you must have successfully completed the following:
and/or be taking the following corequisite modules:
No restrictions apply.
Evans, K., Hodkinson, P. & Unwin, L.(eds)(2002) Working to Learn. London: Kogan Page
Gaskell, J (1995) Gender in/forms curriculum : from enrichment to transformation Teachers College Press
Goodson, I (1994) Studying Curriculum. Buckingham: Open University Press
Goodson, I (1995) The making of the Curriculum: collected essays. 2nd Ed., London: Falmer
Hales, G (1996) Beyond disability: towards an enabling society. London: Sage
Kelly, A V (1999) The Curriculum - Theory and Practice 4th Ed., London: Paul Chapman
Marsh, C (1992) Key Concepts for Understanding Curriculum. London: Falmer Press
McCormick, T M (1994) Creating the Non-sexist Classroom: a multicultural approach. London: Teachers College Press
Merrill, B. & Hyland, T.(2003) The Changing Face of Further Education. London: Routldege-Falmer)
Neary, M.(2002) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson Thornes)
Oliver, M (1990) The Politics of Disablement Basingstoke: Macmillan
Potts, P et al. (1995) Equality, Diversity and Education Volumes 1 & 2. London: Routledge
Ross, A.(2000) Curriculum: Construction and Critique. London: Falmer)
Weiner, G (1994) Feminisms in Education. Buckingham: Open University Press
Young, M.(1998) The Curriculum of the Future. London: Falmer
|Host Subject Group:||Education|
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