- Ms Jocelyn Peers ( - )
- Dr Mary Healy (Senior Lecturer - Roehampton University)
|Delivery Type||Delivery length / details|
|Lecture||10 x 2 Hour Lectures|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||2500 word assignment 1||50%|
|Semester Assessment||2500 word assignment 2||50%|
|Supplementary Assessment||2500 word assignment 1 All failed elements of the assessment must be retaken if the students average mark falls below the required pass mark of 40%. New assignment questions will be given.||50%|
|Supplementary Assessment||2500 word assignment 2 All failed elements of the assessment must be retaken if the students average mark falls below the required pass mark of 40%. New assignment questions will be given.||50%|
On successful completion of this module students should be able to:
Critically evaluate concepts that inform debate on curriculum planning;
Critically discuss the influence of the 1988 Education Reform Act on teaching and learning in schools in England and Wales, including its genesis and its implications for practice;
Critically compare the National Curriculums in England & Wales and a state-directed curriculum in another country.
Demonstrate critical engagement with relevant sources.
This module offers an introduction to curriculum planning and practice, and the ways in which these have been applied in the development of the National Curriculum in England, Wales, and beyond.
2. The National Curriculum of England and Wales: background and policies / Do we need a National curriculum?
3. The National Curricula of England and Wales: separation/Are the original purposes of the National Curriculum being fulfilled?
4. The National Curriculum of England and Wales: two 'core' subjects/'It should be in the National Curriculum' – reasons for including new subjects
5. The National Curriculum of England and Wales: two 'foundation' subjects/Ages and stages
6. The state-directed curriculum of another country/Other state-directed curricula (student presentations)
7. The Curriculum Cymreig/Citizenship vs nationalism
8. A curriculum for the Early Years?/Assessment
9. Check and balances/Inspection reports
10. Designing a curriculum for the future.
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed.|
|Personal Development and Career planning||Not developed in this module.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 5