EDU8223 : Curriculum development through enquiry in practice

Semester 2 Credit Value: 20
ECTS Credits: 10.0


Module Summary:

This module provides an opportunity to engage in practitioner enquiry linked to enhanced lesson planning within curriculum design. Students select a specific study theme and work in a supported group to explore the theme prior to planning a sequence of lessons that draws on the outcomes of their enhanced understanding. These lessons will provide a context for enquiry in practice. This is essentially a development and research project focused on your own teaching. The research and development process is one that fits into teachers’ accustomed professional practice, since the process of ‘plan, do, review’ is at the bedrock of the routines and development of curriculum, pedagogy and assessment. What distinguishes development and research is the intentional use of a range of tools that will give the teacher data that would not usually arise from teaching and learning or that would not be analysed in such a systematic way. This provides the vehicle for an independent study and practical action within the selected teaching and learning theme.

Aims :

a)       To provide a theoretical and practical grounding in the nature of curriculum
b)       To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Teaching Agency
c)       To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to teaching and learning innovation in the context of curriculum design
d)       To allow students to develop as new teachers through collaborative planning and peer review
e)       To enable students to enter the teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks contexts

Outline Of Syllabus

• Understanding what is meant by curriculum
• The potential and constraints for curriculum design within current policy frameworks
• Engagement with research through supported study groups. Students select a teaching and
learning theme. Examples of themes include:
- Inclusion and differentiation
- Assessment and feedback for learning
- Digital technologies in teaching and learning
- Use of target language in MFL classrooms (it is expected that MFL students will select this, unless
they have negotiated otherwise with course leaders)
- Group work and classroom talk
- Independent learning and homework
- Literacy across the curriculum (not available for English students)
- Numeracy across the curriculum (not available for Mathematics students)
- Creativity in teaching and learning
• Applying specialist knowledge to curriculum design
• Research methods for analysing classroom practices and learning outcomes
• Research ethics for teacher researchers

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture41:004:00N/A
Guided Independent StudyAssessment preparation and completion125:0025:00N/A
Placement/Study AbroadEmployer-based learning128:0096:00N/A
Guided Independent StudyDirected research and reading125:0025:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching103:0030:00N/A
Guided Independent StudyReflective learning activity110:0010:00N/A
Guided Independent StudyIndependent study110:0010:00N/A
Teaching Rationale And Relationship

It is important that students develop critical perspectives on curriculum and their role in developing enhanced learning outcomes through curriculum development. This process is achieved through a development and research process, through which students develop a specific technical and research based knowledge of a chosen element of teaching and learning. They learn how to use practitioner enquiry tools to make sense of the consequences of this development from both their own and their pupils’ perspectives. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Integrated readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. The taught sessions support students in developing an integrated understanding of curriculum and pedagogy. They also introduce research ethics for teachers and relevant research methods. These are then used by the students to support the process of development and research. This model of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It is also forms a means through which student teachers access the Teacher Standards (QTS).

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Portfolio2M1002 part portfolio - set at the start of semester 2 at start of module, assessed at end of semester 2. Word count 4,000
Assessment Rationale And Relationship

This work will be assessed through a portfolio.

Section 1 will be a commentary through which students explain their rationale for the sequence of lessons that they planned, including reference to the literature and school context. Section 2 will be a research poster relating to their enquiry related to the lessons that they planned. Evidence of the lesson sequence will be included in the appendix. l planning document This portfolio allows the student to demonstrate the application of theoretical and research-based knowledge to a practice context. It reflects the process of development and research, including the making public the outcomes and reflection on that enquiry process (through a poster conference).

Reading Lists