This document provides an overview and introduction to Module 3 which covers curriculum and professional issues. The module will explore definitions of curriculum, consider its history and introduce curriculum theories. Students will complete assignments on curriculum evaluation and professional issues. They will learn about curriculum requirements, models, contexts, concepts, education policy and quality assurance. The purpose is to help students explain curriculum in their field and apply critical thinking to curriculum design and evaluation.

1. Welcome to Module 3:
Curriculum and Professional Issues
In this session we will:
• Explore the requirements of the module, including the
assignments
• Identify different definitions of “curriculum”
• Consider the history of “curriculum”
• Introduce some theories of “curriculum”

2. By the end of this session you will be able to:
All - Explain the requirements of the assignment for your level
Most - Find relevant wider academic reading materials for their assignment
Some - Start reading journal articles for their assignment
All - Define “curriculum” in the sense of their course
Most - Explain different ideas of “curriculum”
Some - Explain different ideas of “curriculum” using specialist terminology
All - Identify 3 key points in the history of education in the UK
Most - Explain how ‘curriculum’ has changed over time in the UK
Some - Describe 3 key influences on their curriculum from history
Jumpstart Journal – What are your goals for today’s session?

3. Introduction to module 3
In this module you will cover:
Definitions, models, contexts and concepts of curriculum
Professionalism and professional issues
Education policy, legislation and regulations
Quality assurance, policies, procedures and systems, methods of curriculum
evaluation
Equality, diversity and inclusion in curriculum and curriculum development
Evaluating reflective practice in a professional context

4. Module 3: Curriculum & Professional Issues
05 Dec 2017 23:59 DRAFT: Curriculum Evaluation by email to me
16 Jan 2018 23:59 FINAL: Curriculum Evaluation Via Turn It In
20 Feb 2018 23:59 DRAFT: Professional Issues by email to me
27 Mar 2018 23:59 FINAL: Professional Issues Via Turn It In

5. The VLE
The VLE has copies of:
• Module handbook, including assignment brief
• Module timetable
• Taught content
• Extra resources
At this stage in the course you are required to
read more widely and apply evidence of critical
thinking in your written work.

6. What is curriculum?
Objectives:
Define ‘curriculum’
Discuss key issues in contemporary curriculum
design
State your role as a teacher and how this links to
curriculum design issues

7. Definitions
Each group is to list 5 words or short phrases
which define ‘Curriculum’.
You have 5 minutes.

8. Defining curriculum
Looking at the words or phrases your group have come up with,
compare them to the definitions given by academics.
Discuss: What are the similarities?
You have 15 minutes.
“the subjects comprising a course of study in a school or college” “a set of courses designed to give
expertise”
“the means and materials with which students will interact for the purpose of achieving identified educational
outcomes”
“syllabus which may limit the planning of teachers to a consideration of the content or the body of knowledge
they wish to transmit or a list of the subjects to be taught or both”
“a planned sequence of learning experiences” “all the courses of study offered by an educational institution”

9. Has this changed or confirmed your idea of what
Curriculum is?
Do you know what ‘Curriculum’ means?
No!Yes!

10. Problems
What is the problem with curriculum?

11. What is
taught but
not learnt
What is
learnt
but not
taught
What is taught and learnt
Changing factors that influence education:
Local, national and global economic pressures
Local, national and global cultural pressures
Fashions and Fads
International threats and opportunities
Changes in industry
Changes to government policy

12. Local Contexts and types of curriculum
On your whiteboards

13. Contexts of Curriculum
Context
Personalised Learning:
Designed to address personal
need, aspirational need and
individual progression.
Example: Enrichment, tutorials.
Widening Participation:
Needs of a particular group or
local community
Maybe be via non traditional
routes or methods
Designed to be inclusive
Example: Adult and community
learning
E-Learning:
Online, self directed learning.
Blended learning, VLE
Example: MOOC.
Vocational Learning:
- Learners need to have
employment skills
- Academic need to
provide recognised
qualifications
- Employers need to
have qualified staff
Example: Foundation
degree, BTEC, NVQ
Work Based
Learning:
Needs of the
employer/industry
Example: Mandatory
employability skills,
apprenticeships, work
experience
What different types of curriculum exist in your
institution?

14. The context of a curriculum
Thinking about the
curriculum you are
involved with, have each
of these factors been
considered in curriculum
planning?
Discuss in pairs for 5
minutes.

15. History of curriculum,
curriculum design
and curriculum change

16. History
Aristotle categorised knowledge
into three main areas:
To find out more:
http://infed.org/mobi/aristotle-and-education/
Theoretical
Practical
Productive
Reflecting on theoretical ideas and concepts using reason, to
contemplate and create new knowledge or ‘truth’
Knowledge and enquiry that results in action; the application of
knowledge to skill
Using wisdom and knowledge to make judgements

17. Plato
Duty of Care:
Plato encouraged that teachers have a deep care for the well-being
and future aspirations of their learners
Role model:
Being an educator comes with a moral responsibility, providing
pastoral guidance
Stretch and Challenge:
Teachers must accept and explore the boundaries of knowledge
with their learners, have good subject knowledge and promote
questioning of conventional or contemporary wisdom
Concept of curriculum as a journey:
Learners follow an educational path, based on their age or stage in
life, which includes physical as well as academic training. These
stages allow time for play, storytelling and basic skills such as
reading and writing, before moving on to physical training, higher
thought and work experience (civil service or military training)
http://infed.org/mobi/plato-on-education/

18. Why is this relevant
today?
While you are watching the video,
consider the questions in front of you.
0-3.30 then 6.30-7.40.

19. Questions
While you are watching the video, reflect on the following:
• What factors have influenced curriculum?
• What are some of the factors informing change to curriculum?
• How are these reflected in the curriculum you teach on?
• Why do we need to reflect on the way we design education?
• Why should we continue to evolve curriculum?
• Who are we designing curriculum for?

20. Ken Robinson

21. The context of curriculum
development
Modern Curriculum has developed as a result of:
The Enlightenment (18th Century)
Capitalism and the Industrial Revolution (19th Century)
Postmodernism – questions established forms of
knowledge as ‘truth’ and champions intellect and
academic enquiry
Casts off the concept that there is one theory or idea
that explains it all… !

22. Morrison and Ridley (1989)
Educational ideologies in curriculum
1. Progressivism
2. Academicism
3. Liberalism
4. Instrumentalism
5. Democratic
Can you match the definitions to the
terms?

23. Curriculum Change
In groups of three or four try and decide the
order in which changes have been made to
the curriculum between 1870 & 2015.

24. Firstly: Purpose
Our understanding about the purpose of education is shaped by
all kinds of cultural and contemporary ideas.
Is the purpose of education to:
Get a job?
Increase intellect?
Provide well for our elders?
Increased social status?
International competition?
Earn a ton of cash?

25. What are the known outcomes of
completing the course you teach on?
What does this say about the purpose
of your course?

26. Impact of contemporary issues
Have you seen the impact of any of these
factors in your practice?
Globalisation
Culture
Technological
change
Philosophical
framework
Current
events
Government
agenda
International
climate
International
business and
trade
Changes to
industry
Democracy
Attitudes and
Values
Local and
global
economies

27. Yes Maybe No

28. Curriculum for change
In what ways does the course
you teach on contribute to wider
social values, social change and
values of citizenship?

29. Curriculum for
Change

30. What did you achieve?

31. Tutorials
Tutorials now run from 5-6PM.
They are not mandatory, but you will be told
what will be covered so you can make an
informed choice about attendance.
This week is a 1:1 drop-in.

32. Homework
Core text:
Avis, J., Fisher, R. & Thompson, R. (2014). Teaching in lifelong learning: a guide
to theory and practice (2nd ed). Maidenhead: Open University Press.
Chapter 8 & 18 particularly, although as the core text for this course you should
read it in it’s entirety at least once and refer to it throughout your time on the
course.
Beginners/entry level text:
Wilson, L. (2009) Practical Teaching: A Guide to PTLLS & DTLLS. Cengage
learning, UK.
Read ‘Part Six: Curriculum Development for Inclusive Practice’ which includes
chapters:
24 Curriculum in Practice
25 Contexts of inclusive curriculum
26 Theories, principles and models of curriculum
Additional advanced reading:
Bloom, J. (2006) Selected Concepts of Curriculum. [Online] available at:
http://www.jeffbloom.net/docs/SelectedConceptsOfCurriculum.pdf date
accessed: 07.07.15

33. Further Reading
http://studentasproducer.lincoln.ac.uk/
http://www.guardian.co.uk/society/2004/apr/30/publichealth.comment
https://www.gov.uk/government/policies/improving-social-mobility-to-create-a-fairer-
society
https://www.gov.uk/government/publications/attainment-gap-between-fsm-pupils-
and-the-rest
‘We make the road by walking: conversations on Education and Social Change’
Myles Horton and Paulo Freire
L.B. Curzon, (1976) ‘Teaching in Further Education: An Outline of Principles and
Practice’ continuum books, UK.
Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education.
Cheltenham: Nelson-Thornes.