20 credits at level HE7
The module investigates the policy background - including aims, values and purposes - of recent developments in the basic skills/ Skills for Life sphere of provision and its impact on the work of educational institutions. Particular attention will be paid to the basic skills curriculum in terms of underpinning learning theory, curriculum models, learning/ teaching strategies and assessment techniques.
The module covers policy background, curriculum models and learning theory underpinning current basic skills/ Skills for Life provision and practice. Specific topics will include: curriculum design and theoretical frameworks underlying recent policy initiatives, diversity and curriculum planning, technical/ vocational trends and the psychological / sociological underpinnings of practice in the basic skills sphere.
Delivery methods used will be lectures/seminars and individual/group tutorials. Assessment will be by a written assignment of 3,500 words and an oral presentation of approximately 20 minutes. The topic will be agreed with the tutor and will be relevant to the content of the module and the course memberís professional interest.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand the policy background to current basic skills/ Skills for Life provision.||Discuss the key factors underpinning contemporary basic skills theory and practice.|
|2.||Have explored the curriculum models which inform current basic skills practice.||Explain and critically discuss the principles upon which current basic skills practice is based.|
|3.||Have critically analysed the principal learning/teaching strategies reflected in current basic skills provision.||Describe and analyse the main learning/teaching strategies and support mechanisms which inform current basic skills practice.|
|4.||Have critically analysed curriculum models and theory in the basic skills sphere.||Critically analyse curriculum theory and models relevant to the basic skills sphere of provision|
|5.||Understand the economic, philosophical and cultural factors affecting curriculum design and practice in basic skills.||Discuss the key economic, philosophical and cultural influences underpinning current policy and practice in basic skills.|
|6.||Have analysed and reflected upon your own research and identified key findings.||Critically review your own research and discuss the most salient aspects.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Written assignment of 3,500 words||Oral presentation of approximately 20 minutes|
Before taking this module you must have successfully completed the following:
and/or be taking the following corequisite modules:
No restrictions apply.
Basic Skills Agency (2003) Access for All, London: Basic Skills Agency
Goodson, I.(1994) Studying Curriculum, Milton Keynes: Open University Press
Hales, G.(1996) Beyond Disability: towards an enabling society, London: Sage
Hyland, T.(1999) Vocational Studies, Lifelong Learning and Social Values, Aldershot: Ashgate
Hyland, T. & Merrill, B.(2003) The Changing Face of Further Education, London: Routledge Falmer
Kelly, A.V.(2004) The Curriculum- Theory and Practice. Fifth Edition, London: Sage
Neary, M.(2002) Curriculum Studies in Post-Compulsory and Adult Education, London: Nelson-Thornes
Sticht, T.(2004) A Critique of the Skills for Life Literacy Survey of 2003, London: Basic Skills Agency
Young, M.(1998) The Curriculum of the Future, London: Falmer
Additional reading lists will be provided for the topics covered.
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|