Run by School of Education and Human Development
30 Credits or 15 ECTS Credits
Organiser: Mr Huw Clwyd Phillips
Overall aims and purpose
- This module focuses on the theory and practice of curriculum development in education from both a national and international perspective.
- The module will provide students with an opportunity to analyse and evaluate issues related to curriculum planning and education policy from an institutional, national and international perspective.
- There will be an emphasis on discussion, debate and reflection on key issues.
The module is divided into the following topics:
1. What is curriculum ?
2. The National Curriculum for Wales 1989-
2015. 3. Curriculum models as a planning tool. 4. Curriculum implementation. Example - ESDGC 5. Curriculum leadership. 6. Curriculum evaluation. 7. Curriculum innovation. 8. Leading and managing change. 9. International perspectives. 10. Curriculum development in Wales 11. Curriculum planning in a secondary school context. Examples - Mathematics and Music. 12. Literacy and Numeracy framework. 13. Curriculum assessment and evaluation.
At this level students show evidence of planning which leads to a satisfactory assignment structure, satisfactory understanding of theories and analysis, and appropriate use of research. Arguments are supported by appropriate evidence. Assignment mark range - 50% - 59%.
At this level students show good insight, offer sustained and relevant analysis. Assignments are well researched and referenced, written with a clear structure and style. Assignment mark range - 60% - 69%.
At this level students demonstrate excellence in power of analysis, argument and originality. Students also demonstrate excellent organisation, use a wide range of research and stylistic quality. Assignment mark range - 70%+
By the end of this module, successful students will:
- demonstrate a systematic knowledge and understanding of current practice in relation to curriculum planning and development.
- demonstrate a thorough understanding of social, political and economic influences on curriculum development and implementation.
- critically analyse and evaluate curriculum planning, design and development.
- critically appraise and analyse institutional and national international curricula.
Teaching and Learning Strategy
This module will include lectures, seminars, workshops and individual/group presentations. There will also be a visit to a secondary school to enable students to see at first hand how the curriculum is designed and implemented. Contact time for the module is 30 hours. There is an expectation that students will spend an additional 270 hours on personal study, and working on the two assignments.
Interactive lectures (20 hours).
Workshops (5 hours).
Visiting speakers (5 hours).
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.