This module defines and critically explores the purpose of education and the concept of the curriculum. It provides a theoretical understanding of the relationship between curriculum, power and politics from the level of a project or school to ministries and international agencies. It then covers practical aspects of curriculum design, in a range of educational settings. Diverse and innovative ways to produce and deliver curriculum are considered and the emphasis is on flexible, fast modes of curriculum development in response to changing circumstances in a globalising world.
This module furthermore defines and critically examines the theories and practice about how we may plan in the long, medium and short term within a curriculum model. It provides a theoretical understanding of how learning criteria: objectives and outcomes may be constructed. It identifies how learning may be expressed in terms of knowledge, skills and understanding and furthermore examines how contextual factors may provide barriers to learning and the implications of these on planning. Existing planning will be reviewed and revisions suggested and substantiated. This will lead to the construction of a new plan for learning with accompanying commentary.
Learning Outcomes
By the end of the module students should be able to:
Develop an understanding of a curriculum and how this is constructed nationally and regionally;
Explore the concepts of inclusion and social justice;
Identify and explain the global and international factors affecting curriculum;
Understand differing approaches to curriculum design, planning, presentation and implementation;
Identify, analyse and address the practical, political and cultural challenges and influences when implementing curricula;
Assess critically a curriculum model and suggest developments;
Design a basic curriculum and materials, in relation to students’ own personal interests and national context, and present it at a professional level;
Develop understanding of effective long and medium term planning to ensure progression in learning;
Conceptualise learning in terms of knowledge, understanding and skills;
Explore the role of learning objectives and outcomes in the planning of learning;
Define differentiation strategies, in order to recognise individual differences and cope with pupils of differing needs.
