|
 Academic Year:
| 2013/4 |
| Owning Department/School:
| Department of Education |
| Credits:
| 18 |
| Level:
| Doctoral (FHEQ level 8) |
| Period: |
Modular (no specific semester) |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: This unit aims to provide a critical understanding of: * The debate about the nature and origin of the school curriculum. * Aspects of the historical and philosophical background to curriculum evolution. * The developmental and innovative processes which are likely to shape curriculum developments, internationally, in the future. Learning Outcomes: As a result of the development of this critical understanding, participants will be better able to: * Identify the historical and philosophical processes that have been brought to bear on the development of the contemporary curriculum. * Understand and evaluate theories of the nature of learning (and by extension, of teaching) with reference to the development of a sociology of knowledge. * Critically evaluate curriculum development and innovation processes. * Understand international perspectives on desirable curriculum change in the medium term. Skills: (i) Apply a systematic and coherent approach to critical analysis, evaluation and synthesis of ideas, information and issues that is well-grounded in existing educational research and literature in the area of curriculum studies (intellectual skill) (ii) Identify and address complex and/or emerging issues in education and make informed judgements in the absence of complete or consistent information (professional/ practical skill) (iii) Continually develop and enhance participants' own practice through critical reflection and practical action in curriculum-related issues with the aim of improving conditions for the development of all involved in the educational enterprise (professional/ practical skill) (iv) Continually develop and enhance participants¿ own practice and influence the practice of others in curriculum-related issues through critical reflection and practical action with the aim of improving conditions for the development of all involved in the educational enterprise (professional/ practical skill) (v) Use networked learning technologies as a means of developing one's own professional practice and scholarship (transferable skill). Content: Section 1: History and philosophy of curriculum * Ancient and medieval views of the curriculum. * Education, Renaissance Humanism and the Enlightenment. * Education and Modernism. Section 2: Learning and teaching and the sociology of knowledge * Alternative curriculum frameworks and the classification of knowledge. * Alternative approaches to curriculum planning and organisation. * Teaching and learning styles, the learning environment and learning outcomes. * Sociology of knowledge. Forms, models and perceived values. Section 3: Curriculum development and innovation processes * Needs assessment and cultural analysis. * Policy making and curriculum development. * Curriculum implementation and the management of curriculum change. * Examinations, testing and accountability. Section 4: Curriculum futures: an international and comparative perspective * Curriculum for high skill economies and vocational competencies. * Planning models, subject roles, coherence, relevance, integration. * Innovation. Contexts and strategies. Models of change. * Curriculum futures. The post-modern curriculum. Case Studies: The four sections above will be complemented by case studies drawn from: * Student perspectives on curriculum * Curriculum for a high skills economy * Environmental education * Arts education * Developments in the international curriculum * Cross-cultural curriculum transfer * Mathematics and assessment * Equalising opportunities in the curriculum * The question of "Integrated Science" * Literacy across the curriculum * National curriculum and the Primary School * The changing role of the humanities. |
| Programme availability: |
ED60276 is Optional on the following programmes:Department of Education
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