module specification

This module will introduce students to the ideas of learning, pedagogy, assessment and curriculum. It is envisioned as a generic entry point into debates around key issues related to contemporary educational provision. Students will be introduced to different perspectives on learning, teaching, assessment, human knowledge and models of curriculum planning. The module will encourage students to critically analyse different types of curricula and educational provisions. Doing this will enable them to appreciate the socially constructed and ideologically driven nature of educational policies and processes. The module will use the English education system as a point of reference to analyse how social, historical, economic and political processes inform and influence educational policies and provisions. In tandem with the module Curriculum Leadership, this module will equip students with knowledge, understanding and skills to critically analyse curricular provision and contribute to its review and development.

None

The module aims to:

• introduce students to different perspectives on human knowledge and learning;
• familiarise students with different dimensions of a curriculum;
• encourage students to appreciate the interrelatedness of learning, pedagogy, assessment, curricular statements and educational policies;
• introduce students to the historical, political, cultural and ideological locatedness of educational policies and how these influence and shape educational provision;
• equip students with the understanding and skills to critically analyse curricular provisions and educational processes;
• enable students to contribute to the review and development of educational provision within their own professional context.

The module will begin by critically analysing the processes of teaching, learning and assessment. Understanding of these processes will be used to analyse the English National Curriculum as an exemplar of official statement of intent and a framework of curricular provision.

In the second part of the module, students will be introduced to the problematic of human knowledge and learning and the implications of this for curriculum design and policy. They will be provided opportunities to engage different models of curriculum planning. The module will encourage students to engage with and interrogate the philosophical bases of these models and evaluate the implications for learning, pedagogy and assessment. This will be followed by a critical discussion of the historical, political, social and ideological circumstances that paved the way for the introduction of a centralised curriculum in England and Wales.

The final part of the module will focus on analysing some recent national and international curricular policies and frameworks. Students will be encouraged to analyse these policies using some of the key insights and understandings acquired during the course of the module.

Lectures and seminars delivered, once a week, in three hours blocks in the evenings. These contact sessions will be accompanied by some opportunities to extend understanding and analysis of key ideas and issues in the virtual learning space for the module.

On successful completion of this module, the students will be able:

• to demonstrate in their discussion and written work  good appreciation and understanding of multiplicity of and different perspectives on human knowledge and learning;
• demonstrate awareness of the dynamic and contingent nature of educational policies, school curricula and learning provisions and how these might be affected by a range of social, historical, cultural, political and ideological processes;
• demonstrate a sound understanding of key dimensions of a curriculum and use this to analyse educational policies and provisions;
• contribute to the review and development of curricular provision in specific educational contexts.

Indicative assessment tasks for this module, one selected from the following options:

• critical appraisal of the curricular provision, pedagogic practices and assessment regime of an educational institution;
• critical analysis of a recent educational policy;
• 4,000 word theoretical essay.

Formative Assessment:

• Student Presentations: During week 9, students will make a 5 minute presentation on their chosen topic for the final coursework. The presentation will be followed by peer and tutor feedback

Summative Assessment:

• 5% by student presentations during week 8
• 95% by coursework: one 4000 word essay to be submitted during week 15

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Journals

Journal of Curriculum Studies
Curriculum Inquiry
Curriculum Journal
Curriculum Review
Journal of Curriculum and Pedagogy
British Journal of Sociology of Education