Curriculum Studies

Module title	Curriculum Studies
Module code	EXEM003
Academic year	2024/5
Credits	30
Module staff

Duration: Term	1	2	3
Duration: Weeks		8

Number students taking module (anticipated)	25

Module description

This level 7 module links closely with three co-requisite level 7 modules: Learning and Teaching in Further Education, Research Project and Professional Studies. The module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive and sustainable curriculum design. It also enables reflexive evaluation of individual subject specialisms in relation to curriculum design.

Throughout your training you will compile a Portfolio that contains evidence of achieving the Occupational Standards for teachers and trainers required by the Education and Training Foundation for recommendation for the Qualified Teacher Learning and Skills (QTLS). Successful completion of all four modules leads to the award of PGCE (Further Education and Skills).

Module aims - intentions of the module

To develop a deep and systematic understanding of the history and concepts of curriculum; to critically analyse theories and approaches to inclusive curriculum practice and design that may differ within an educational/training context; to critically reflect on your own teaching and learning.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. demonstrate a deep and systematic knowledge and understanding of curriculum theories and principles within your own subject specialist area;
2. evaluate critically the development of curricula within own subject specialist area;
3. evaluate critically the impact of rigorous curriculum thinking on pedagogic content knowledge;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

4. recognise learners different needs and interpret these learning needs in order to successfully plan, teach, assess and critically evaluate lessons and schemes of work;
5. engage in critical debate about current educational issues drawing on a wide range of evidence from theory, research and practice;
6. critically evaluate the relevance of educational theory to practice;
7. compare, analyse and synthesise relevant educational literature and use research data in support of an argument;
8. critically evaluate your personal professional learning and teaching against the Occupational Standards;
9. independently plan your future professional development needs;

ILO: Personal and key skills

On successfully completing the module you will be able to...

10. demonstrate continued self-directed development through breadth of teaching practice;
11. reflexively evaluate access and progression in teaching practice;
12. manage your own learning and development;
13. learn effectively and be aware of your own learning strategies, with minimum guidance;
14. work productively in different kinds of teams (formal, informal, project based, etc.);
15. think creatively about the main features of a given problem and develop a range of strategies for its resolution;
16. effectively express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes.

Syllabus plan

The module introduces you to current curriculum thinking in the context of teaching your chosen subject in the Further Education Sector. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

Application of curriculum theories, principles, ideologies and models to curriculum development.
Inclusive curriculum design and implementation for specialist subjects and different cohorts of learners.
Analysing different curriculum contexts in the Further Education and Skills sector.
Building equality of opportunity and respect for diversity into curriculum design.
The impact of social, economic and cultural differences on teaching, learning and achievement.
The impact of educational technology, including generative AI, on curriculum design and teaching
Proposing, justifying and evaluating changes to improve the curriculum recognising the roles of external bodies and stakeholders.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
60	60	180

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching Activities	60	Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings including discussion about professional learning; situated learning
Guided Independent Study	60	Self-directed reading related to assignment submission and classroom practice; critical reflection on professional learning.
Placement	180	A range of learning activities including: teaching practice; embedding skills learned within PGCE classes within planning; tutorials including discussion about professional learning and curriculum; peer observations; guided reflective practice and action planning; faculty staff activities including staff development

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written and oral critical reflection on professional learning	Continuous assessment of professional learning throughout the programme.	4-14	Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Occupational Standards
Generic assessment: meeting the minimum teaching practice requirements	Continuous assessment of professional learning throughout the programme	1-7, 8-9, 15-16	As above, including verbal and written feedback on teaching practice
Formative assessment: written task	1,500 words	1-7, 16	Verbal and written feedback;

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment	70	2,000 words	1-3, 5-7, 16	Written feedback with grade
Presentation	30	10mins (1,000words equivalent)	2-6, 8, 11-12, 15-16	Written feedback with grade

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written assignment	Written assignment resubmission	1-16	See notes below

Re-assessment notes

See Handbook - for University colleagues: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/ and for Exeter College staff and students : Postgraduate Certificate in Education (PGCE) (exe-coll.ac.uk)

Indicative learning resources - Basic reading

Core Texts

Armitage, A., Cogger, A., Evershed, J., Hayes, D., Lawes, S., Renwick, M. (2016) Teaching in post-14 education & training. (5^th edn.) Maidenhead: Open University Press

Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon, L., Spedding, T., and Wakeling, P. (2015) Reflective Teaching in Further, Adult and Vocational Education. London: Bloomsbury.

Fullerty, J.M. (2011) Lifelong Learning Post-compulsory Education and the University for Industry . Virginia, USA: F Street Books, Parkgate Press.

Kelly, A. V. (2009) The Curriculum: Theory and Practice .(6th edn.) London: Sage.

McKernan, J. (2008) Curriculum and Imagination. Oxon: Routledge.

Neary, M. (2002) Curriculum Studies in Post-compulsory and Adult Education . London: Nelson Thornes.

Sterling, S. (2001) Sustainable Education: Re-visioning Learning and Change . Dartington: Green Books.

Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector . Exeter: Learning Matters.

Tummons, J. (ed.) (2020) PCET. Learning and Teaching in the Post Compulsory Sector. London: Learning Matters, SAGE Publication Ltd.

Weyers, M. (2006) Teaching the FE Curriculum: Encouraging Active Learning in the Classroom .

London: Continuum.

Recommended Texts

Bloomer, M. (2002) Curriculum Making in Post -16 Education : The social conditions of studentship .

(2nd edn.) London: Routledge

Cantle, T. (2005) Community Cohesion: A New Framework for Race and Diversity . Basingstoke: Palgrave

Macmillan.

Evans, K., Hodkinson, P. and Unwin, L. (eds.) (2002) Working to Learn: Transforming Workplace Learning . London: Kogan Page.

Orr, D. W. (2004) Earth in Mind – On Education, Environment and the Human Prospect – 10th anniversary

Edition. Washington DC: Island Press.

Sterling, S., Irving, D., Maiteny, P. and Salter, J. (2005) Linking thinking: New perspectives on thinking and learning for sustainability. Aberfeldy: WWF Scotland.

Tilbury, D. and Wortman, D. (2004) Engaging people in sustainability. Cambridge: IUCN. [Online]

http://app.iucn.org/dbtw-wpd/edocs/2004-055.pdf

Indicative learning resources - Web based and electronic resources

Websites

Further education and skills inspection handbook - GOV.UK (www.gov.uk)

What is curriculum? Exploring theory and practice – infed.org:

What makes a quality curriculum? - UNESCO Digital Library

Who Owns the Curriculum Now? | BERA

Equality Act 2010 Technical Guidance on Further and Higher Education (equalityhumanrights.com)

Education for sustainable development | UNESCO

https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy/sustainability-and-climate-change-a-strategy-for-the-education-and-childrens-services-systems

https://www.equalityhumanrights.com/en/publication-download/equality-act-2010-technical-guidance-further-and-higher-education

Web-based and electronic resources

ELE – https://vle.exeter.ac.uk/

Indicative learning resources - Other resources

Journals

British Journal of Educational Studies

British Educational Research Journal

Key words search

PGCE, FE teacher, Further Education and Skills, FES, QTLS, Curriculum

Credit value	30
Module ECTS	15
Module pre-requisites	None
Module co-requisites	Learning and Teaching in Further Education (EXEM001) Research Project (EXEM002) Professional Studies (EXEM004)
NQF level (module)	7
Available as distance learning?	No
Origin date	19/05/23
Last revision date	01/08/2024