This module requires the learner to consider their particular environment in the context of wider curriculum design and development. It will require the student examines to compare and contrast different curriculum models. Students will explore appropriate models of evaluating education and training at work. This module is taught at M level.
Aims and Objectives
Having successfully completed this module you will be able to:
- Relate your curriculum plans to external and internal policy requirements and contexts.
- Set your curriculum in the context of curriculum design models
- Critically evaluate, apply and adapt theories relevant to curriculum development, evaluation and quality assurance
- Plan and prepare teaching and learning programmes for groups and / or a range of individuals.
- Identify the required outcomes of the learning programmes.
- Promote and plan for a variety of teaching and learning techniques.
- Enhance access to, and participation in, learning programmes.
- Identify / review the resource implications of a curriculum
- Analyse and explain ways in which equality of opportunity and respect for diversity can be built into curriculum design.
- Evaluate a curriculum
- Identify opportunities to exploit learning technology and innovation in curriculum design
Students will reflect and apply the theories relevant to curriculum design, development and evaluation in a professional development context. They are required to understand the context in which their curricula were designed and the factors that shaped it. Students will then be in a position to identify and recommend solutions to improve a particular curriculum.
Learning and Teaching
Teaching and learning methods
Students will be taught in a classroom environment. The Teaching and Learning methods will be personalised to support each Trainee's individual needs and requirements using whole class, lecture, discussion, seminar groups, peer learning sets and self-directed study.
|Total study time||150|
Resources & Reading list
Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture. London: Routledge.
Fry, H et al. (2014). Teaching and Learning in Higher Education : Enhancing Academic Practice. Hoboken, Taylor and Francis.
Gosper, M. (2014). Curriculum Design for the 21st Century. Springer Science and Business Media.
Harlacher, J. et al. (2014). What is Curriculum based evaluation?,. Springer Science and Business Media.
Buckley, R. (2010). The Theory and Practice of Training.
Pinar, W. (2012). What is Curriculum Theory?. New York: Routledge.
Barlex, D. (2015). Designing a Technology Curriculum. Springer Science and Business Media.
Cullen, R et al. (2011). The Learner Centered Curriculum : Design and Implementation. Jossey Bass Wiley.
Shawer, S. (2014). Curriculum Design. Oxford University Press.
Pelligrino, J. (2012). Education for Life and Work : Developing transferable knowledge and skills for the 21st Century. National Academies Press.
Kelly, A.V. (2009). The Curriculum : Theory and Practice. Los Angeles: Sage.
Scott, D, (2007). Critical Essays on Major Curriculum Theorists. London: Routledge.
Summative assessment. Module must be passed for successful completion of the programme
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Repeat type: Internal & External