30 credits at level HE6
You will be introduced to the theory and practice of designing, developing and evaluating an inclusive curriculum. The module will explore the dynamic, changing and diverse contexts within which curriculum development occurs, and will consider the idea of ‘the professional’ and the values this concept includes. You will reflect on the issues of accountability and quality assurance, both in relation to curriculum development and to your own responsibilities as a teacher in the lifelong learning sector.
Curriculum theory and concepts: process and product models; curriculum ideologies and philosophies.
The impact of political, social, economic and cultural influences on the curriculum.
Methods of curriculum delivery, including flexible, distance, open and resource-based learning.
The inclusive curriculum: identification of learners’ needs; equality of opportunity; diversity.
The role of the curriculum in professional contexts.
Quality assurance systems: regulatory bodies and inspection regimes; self-assessment and inspection.
Professionalism and professional values: reflection and self-evaluation.
LLUK values and commitments included:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, CS1, CS3, CS4, DS1, DS3, ES4, ES5, FS1, FS3, FS4
LLUK standards included:
AK1.1, AP1.1, AK2.1, AP2.1, AK2.2, AP2.2, AK3.1, AP3.1, AK4.1, AP4.1, AK4.2, AP4.2, AK4.3, AP4.3, AK5.1, AP5.1, AK5.2, AP5.2, AK6.1, AP6.1, AK6.2, AP6.2, AK7.1 AP7.1, AK7.2, AK7.3, AP7.3, BK1.1, BP1.1, BK1.3, BP1.3, BK2.1, BK2.4, BP2.4, BK3.1, BK3.5, BP3.5, BK4.1, BP4.1, BK5.2, BP5.2, CK1.1, CP1.1, CK1.2, CP1.2, CK4.2, CP4.2, DK1.1, DP1.1, DK1.3, DP1.3, DK3.1, DP3.1, DK3.2, DP3.2, EK1.1, EP1.1, EK4.2, EP4.2, EK5.1, EK5.2, EK5.3, FK1.1, FP1.1, FK1.2, FP1.2, FK2.1, FK3.1, FP3.1, FK4.1, FK4.2, FP4.2
There will be a combination of teaching and learning strategies, comprising lectures and seminars to introduce and develop themes, together with structured exercises, discussions and group work. Individual support will be given in tutorials. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
The assessment comprises a curriculum proposal either from an individual or a group, a discussion of this proposal with a simulated ‘validating panel’ of members of the peer group, and a 4000 word written assignment which explores the process, issues raised and includes reflection and self-evaluation.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand the range of contexts in which education and training are offered in the lifelong learning sector.
1.1 Evaluate ways in which the curriculum offer might differ according to the educational/ training context.
1.2 Evaluate ways in which delivery of curriculum might vary according to purpose and context, with reference to examples from own practice.
|2.||Understand and interpret theories, principles and models of curriculum design and implementation and their impact on teaching and learning.
2.1 Interpret theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners and groups.
2.2 Interpret the appropriateness of a particular curriculum in relation to individual learners/ a cohort of learners.
|3.||Understand and critically analyse the significance of equality and diversity for curriculum design, and take opportunities to promote equality within practice.||
3.1 Critically analyse ways in which equality of opportunity and respect for diversity can be built into curriculum design.
3.2 Critically analyse the impact of social, economic and cultural differences on teaching, learning and achievement in own specialist area
3.3 Discuss ways to challenge discriminatory behaviours where they occur in the learning environment.
|4.||Understand and demonstrate how to apply theories, principles and models to curriculum development and practice||
4.1 Synthesise theories, principles and models of inclusive curriculum into the design and implementation of programmes of study.
4.2 Justify proposals to improve the curriculum offer and evaluate their effectiveness where these have been implemented.
|5.||Understand how to evaluate and improve own practice in inclusive curriculum design and development
5.1 Interpret how theories, principles and models of inclusive curriculum design and development are used to inform own practice and the provision in own specialist area.
5.2 Evaluate own approaches, strengths and development needs, in relation to inclusive curriculum design and development.
5.3 Plan and initiate opportunities to develop and improve own learning and practice in curriculum design and development.
|6.||Understand and critically analyse the concept of
professionalism and core
professional values for teachers
in the lifelong learning sector
6.1 Evaluate key aspects of
professionalism in the context of the lifelong
6.2 Discuss ways in which equality of
opportunity and respect for diversity can be built
into teaching and learning practice.
6.3 Analyse the contribution of learning to
personal development, economic growth and
6.4 Evaluate the impact of own professional
values and judgements on teaching and
6.5 Critically analyse the idea of core professional values and how you view these in relation to your own development as a teacher
|7.||Understand key issues in
relation to professional conduct
and accountability in the lifelong
learning sector and evaluate own responsibilities in relation to these issues
8. Understand, critically analyse and apply principles of evaluation, quality assurance and quality
7.1 Critically analyse the implications and impact of
government policies on teaching and learning in
the lifelong learning sector.
7.2 Critically analyse the roles of regulatory bodies and
systems and inspection regimes in the operation
of the lifelong learning sector.
7.3 Interpret ways to apply relevant statutory
requirements and underpinning principles in
relation to teaching own area of specialism.
7.4 Evaluate own responsibilities in relation to the
8.1 Compare and contrast a range of
principles and approaches to evaluation.
8.1 Critically analyse differences and the
relationship between evaluation and
8.2 Critically analyse the role of evaluation within
quality assurance to inform and promote quality
|8.||9. Understand and demonstrate
how to contribute to QA and QI
systems and procedures.
10. Understand how to evaluate
and improve own wider
11. Understand the role creativity plays in curriculum design and implementation
9.1 Work with others to develop and improve the
effectiveness of evaluation processes.
9.2 Evaluate the validity and reliability of data
collected and the effectiveness of the
methods/instruments used, with reference to
10.1 Evaluate own approaches, strengths
and development needs, in relation to
10.2 Plan and initiate opportunities to develop
and improve own wider professional practice.
11.1 Discuss the role of creativity in curriculum design and implementation.
11.2 Evaluate the role of creativity in relation to professionalism, quality assurance and accountability.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Curriculum proposal||Validation panel (includes LO 11)||4000 word analysis and reflection (includes LO 9, 10, 11)||30 hours teaching and 1 observation|
There are no prerequisites for this module.
No restrictions apply.
Allan, J. (1999) Actively seeking inclusion: pupils with special needs in mainstream schools. London: Falmer Press
Carr, D. (2006) ‘Professional and personal values and virtues in education and teaching’, Oxford Review of Education, Volume 32, No. 2, May 2006
Helsby, G. (1999) Changing Teachers’ Work. Buckingham: OU Press
Huberman, M. (1995) ‘Professional Careers and Professional Development’ in Guskey, T.R. and Huberman, M. (eds.) Professional Development in Education. New York: Teachers College Press
Kelly, A.V. (2004) The Curriculum: Theory and Practice. London: Sage Publications
Kluth, P., Strant, D.M. and Biklen, D.P. (2003) Access to Academics for ALL students. London: Lawrence Erlbuam Associates
Lovett, H. (1996) Learning To Listen - positive approaches to people with difficult behaviour. London: Kingsley
Marsh, C.J. (2004) Key Concepts for Understanding Curriculum. London: Routledge
Neary, M. (2002) Curriculum studies in post-compulsory and adult education: a study guide for teachers and student teachers. Cheltenham: Nelson Thornes
Pinar, W.F. (2004) What is Curriculum Theory? London: Lawrence Erlbaum Associates
Posner, G. (2004) Analysing the Curriculum. London: McGraw-Hill
Robson, J. (2006) Teacher Professionalism in Further and Higher Education. London: Routledge
Thomas, G, Walker, D and Webb, J. (1998) The Making of the Inclusive School. London: Routledge
Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters
Wright, A.M., Abdi-James, S., Colquhoun, S., Speare, J. and Partridge,T. (2006) FE Lecturer’s Guide to Diversity and Inclusion. London: Continuum
|Host Subject Group:||Education|
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