Curriculum and Society
| Module title | Curriculum and Society |
|---|---|
| Module code | EDX2001 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This Level 5 module links closely with three co-requisite modules: Learning, Teaching and Assessment (level 4), Wider Practice and Professional Development (level 5) and Theories of Learning and Managing Behaviour (level 5). The module critically explores curriculum theories, principles and ideologies and social, economic, political and cultural differences affecting inclusive curriculum design, equality and diversity and education for sustainable development. It enables reflexive evaluation of individual subject specialisms in relation to inclusive curriculum design.
Throughout your training you will compile a Portfolio that contains evidence of achieving the professional 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 Certificate in Education (Further Education).
Module aims - intentions of the module
To develop an understanding of the history, concepts and models of curriculum; to critically analyse theories and approaches to curriculum practice and design that may differ within an educational/training context; to enable issues of inclusion and ESD to be explored; to analyse and 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 knowledge of curriculum theories and principles within your own subject specialist area
- 2. evaluate the social cohesion of curricula with regard to the protected characteristics identified in the Equality Act 2010.
- 3. demonstrate knowledge and understanding of the theories and policies of Education for Sustainable Development
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners needs and interpret these learning needs in order to successfully plan, teach, assess and evaluate lessons and schemes of work;
- 5. engage in debate about current educational issues drawing on evidence from theory, research and practice;
- 6. evaluate the relevance of educational theory to practice;
- 7. compare relevant educational literature and use research data in support of an argument;
- 8. evaluate your personal professional learning and teaching against the Minimum Core;
- 9. demonstrate the ability to plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. demonstrate continued development through breadth of teaching practice;
- 11. evaluate access and progression in teaching practice;
- 12. manage your own learning and development with some guidance;
- 13. learn effectively and be aware of your own learning strategies, with some 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 strategies for its resolution;
- 16. express ideas and opinions, to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to current thinking in Curriculum and Society 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 the educational use of technology on curriculum design.
- 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; |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice |
| Placement | 180 | A range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further 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 Professional Standards and the Minimum Core. |
| 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 two teaching observations |
| Formative assessment: written task | 1,500 words | 1-7,16 | Verbal feedback; 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 | 100 | 4,000 words | 1-3, 5-7, 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 3, 16 | See notes below |
Re-assessment notes
Written assignment: If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Assessment Progression and Awards Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the APAC with the fail mark. You will then be referred to the College level APAC who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor. Note: if you choose the second option, the award of Cert.Ed. (FE) will be delayed until the APAC following any successful resubmission (normally held in December). There may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of Cert.Ed. (FE) will be delayed until the first APAC after July (this is normally held in December).If an assignment is deemed to be a Fail by the APAC, the mark obtained on resubmission will be capped at 50%.
Indicative learning resources - Basic reading
Core Texts
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D.,Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post Compulsory Education.(3rd edn.) Maidenhead: Open University Press.
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.
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.
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
Journals
British Journal of Educational Studies British Educational Research Journal
Websites
http://www.ofsted.gov.uk/content/download/7126/ 73002/ file/Ofsteds%20 Sustainable %20
Development%20Action%20Plan
www.infed.org/biblio/b-curric.htm
http://publications.teachernet.gov.uk/eOrderingDownload/
DfES_Diversity_&_Citizenship.pdf
http://www.teachernet.gov.uk/wholeschool/Communitycohesion/communitycohesionresourcepack/intro/
http://www.equalityhumanrights.com/advice-and-guidance/further-and-higher-education-providers-
guidance/protected-characteristics/
http://www.universities-scotland.ac.uk/raceequalitytoolkit/Race%20Equality%20Toolkit.pdf
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Teaching learning and Assessment in the Further Education and Skills Sector (L4) Wider Practice and Professional Development (L5) Theories of Learning and of Managing Behaviour (L5) |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 01/11/2016 |
| Last revision date | 01/06/2022 |
