Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

To provoke debate about the aims of education and encourage a more questioning and critical stance on curriculum, pedagogy, learning and assessment.
To understand the available models of curriculum planning and their underpinning ideologies and epistemologies.
To understand a range of analytical tools for curriculum and apply them to a range of contexts.
To understand socio-cultural and political influences on curriculum and pedagogy and to use an understanding of these factors in analysing contemporary curriculum change – such factors would include national history, neo-liberalism, surveillance & accountability, employability and well-being, and how they affect curriculum development.
To understand the building blocks of curriculum planning (facts, concepts, cognitive skills, experiences, character, attitudes/beliefs etc.) and how they are mobilised in different curriculum formulations.
To learn the main purposes of assessment and how these they are deployed.
To learn the main trends of curriculum policy in students’ respective home countries.
To analyse the differences between curriculum as framed, curriculum as written, curriculum as taught and curriculum as experienced.

Outline Of Syllabus

: In the last 50 years wider there has been increasing state control of education usually with a prescribed curriculum dominated by exams and metrics (performativity) with increased accountability. However there are periodic outbursts of enthusiasm for curriculum, pedagogy and assessment that are more aligned with wider purposes of education, such as personal development and social justice
This module goes back to fundamentals and investigates a broad range of understandings of learning and curriculum, and the ideologies and models of planning on which they are based. The module carefully introduces six analytical frameworks (e.g. curriculum questions and sites of curriculum making) through which curricula, at any scale, can be interrogated. The sessions also outline the main building blocks of any curriculum (facts, concepts, cognitive skills, experiences, character, attitudes/beliefs etc.) and explores how they are mobilised in contrasting curricula. Attention is paid to efforts at curriculum change and why such reform often falls short of stated aims, in particular through the shortcomings of pedagogy and professional development. The varying purposes and methods of assessment are detailed and the module investigates the benefits and unintended negative consequences of different modes of assessment. Some of the emerging problems of curriculum in many countries, such as engagement, well-being and transition to HE and employment are outlined. Particular country focus is given to UK home countries and the Pacific rim, most notably China (as the great majority of students are from China). However, some attention is given to the all the home countries represented in the student cohort. The assignment invites students to analyse contrasting curriculum in two different schools (exemplar schools are provided but students may make their own choice).
Where possible use is made of students’ own experience as both learners in school and university/college and as teachers (where appropriate).


1. Definitions and understandings of curriculum, pedagogy and assessment
2. Different models of curriculum planning, their building blocks, associated ideologies and students’ own experience of curriculum in their formal education
3. The range of learning outcomes in formal education, including competences and the place of knowledge in the curriculum
4. Global trends in educational policy and practice, including marketisation and neo-liberalism
5. Analytical frameworks for curriculum – Curriculum Purposes, Convergent and Divergent Curriculum and Assessment, Curriculum Questions, Range of Learning Outcomes, Sites of Curriculum Making,
6. Attempts at curriculum change and the causes of relative success and failure
7. Some emerging issues in curriculum - powerful knowledge, coherence, engagement, well-being, progression to FE/HE and employment, models of teacher education
8. Assessment (diagnostic, formative, summative and evaluative) and its effects on learning
9. Curriculum and social justice
10. Case study methods

Intended Knowledge Outcomes

Students will know and understand:

Major policy and practice trends in curriculum and pedagogy globally, how these are theorized and their effects in particular countries (including countries represented in the student demographic);
The aims and assumptions of the common curriculum planning models;
How curriculum can be analysed;
The nature of curriculum innovation and why it succeeds or fails;
Different modes of assessment and their effects on learners, teachers and schools;
The issues of social justice and curriculum and the relationship to power and socio-cultural factors
Case study methods as applied to curriculum innovation.

Intended Skill Outcomes

Subject-specific or Professional Skills – participants will gain practical and professional skills related to curriculum analysis and planning.
Cognitive or Intellectual Skills – participants will gain skills to interpret, analyse, and appraise theoretical and policy developments in the field and critically consider implications for practice
Key Skills – participants will gain enhanced communication, interpersonal and organisational skills relevant to their personal professional roles and contexts - particular emphasis will be placed on learning with and through others.

Teaching Rationale And Relationship

The student body has changed radically in recent years and is now predominantly Chinese (100% in 23-24) many without teaching experience, with the consequence that they don't have a depth of professional knowledge to draw upon and much less can be taken for granted. More time and attention is given to making sure that fundamentals are understood.

The group size is also larger than previously, 50-60, making whole class discussion impractical. Therefore 5 practices are used in varying combination:
Careful instruction using PP and underpinned by well planned explaining (examples, analogies, linked points etc);
Individual and group preparation and follow up (elements of blended learning);
Small (study) group work in class in which 'instructed' knowledge is interrogated and applied whether through cases or personal experience (groups are organised and ongoing);
Vevox activities to get feedback, relate content to personal experience, express views etc.
The use of short film clips.

There are plans for 1 seminar in groups of c.12 (3 study groups) to get to know students a little better and check understanding and questions.

Therefore in relation to Learning Outcomes the emphasis is on careful teaching of fundamental knowledge about curriculum and its underpinnings and its application to cases and personal experience to ensure understanding. The emphasis on study groups helps develop the understanding of the value of learning with and through others.

Assessment Rationale And Relationship

Participants will:

• Apply knowledge of curriculum planning models and analytical frames to a case study of curriculum innovation of their choice;
• Analyse the relative success/failure of the innovation in terms of both professional support systems and sociocultural/political factors;
• Enhance their capacity to undertake curriculum innovation successfully;
• Understand global trends in educational policy and practice.

General Notes

N/A