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Investigate the concepts of curriculum development.

Extracts from this document...

Introduction

University of Huddersfield In-Service Postgraduate Certificate in Education DHE 6220 - Advanced Studies in Curriculum Development Curriculum Development of the BTEC National Diploma Modules Prepared By: Cathy Hampshire Submitted 9th January 2006 1. Abstract This report investigates the concepts of curriculum development and comprises of two distinct sections. The first section explores the theories of curriculum development and relates these theories to the development of two modules on the BTEC National Diploma Information Technology Practitioners (ITP) second year course, which I am in the process of developing and covers the following elements: * Curriculum concepts, influences and rationale for the development. * A critique of the policy context and issues and principles related to curriculum evaluation. * The processes involved in the curriculum development work. * Evaluation of curriculum development and the opportunity to encompass literacy and numeracy within the content. The second part of the report states the rationale for the development of curriculum, an evaluation and reflection of the learning process and makes reference to the appendices which include copies of Unit Specifications, Schemes of Work, Handouts and PowerPoint Presentations and assessment materials. 2. Table of Contents 1. Abstract 2 2. Table of Contents 3 3. Terms of Reference 4 4. Curriculum Development of the BTEC National Diploma modules 5 4.1 Section 1 Concepts and theories of curriculum development (2000 words) 2112 5 4.1.1 Introduction 5 4.1.2 Influences on Curriculum 5 4.1.3 Rationale for development 6 4.1.4 Policy Issues in Post-compulsory Education 6 4.1.5 Philosophy for curriculum development 7 4.1.6 Processes for curriculum development 8 4.1.7 Literacy and numeracy development 8 4.1.8 Evaluation of curriculum development 9 4.2.1Curriculum Development 10 4.2.2 Reflective Analysis and Evaluation of Curriculum Development 11 6. References 13 Appendix A BTEC Unit Specifications Appendix B Schemes of Work 14 Appendix B Schemes of Work 15 Appendix C Lesson Plans 16 Appendix D Learning Materials 17 Appendix E PowerPoint Presentations 18 Appendix F Course hand outs/materials 19 Appendix G Assignments 20 Appendix H Assignment Tracking Sheet 22 3. ...read more.

Middle

As the BTEC qualification comprises of 16 units, each with its own unit specification (see Appendix A) it is the modular approach to curriculum development that has been undertaken. The aims and objectives of the unit specification have been scrutinised and relevant knowledge concepts and practical tasks have been devised in order to demonstrate theories and to reinforce learning and understanding. The modular curriculum can be described "A free standing unit of learning, which may be linked with others to form a coherent programme, each module has specified title, aims and objectives, knowledge concepts, skills and attitudes, teaching and learning styles, assessment methods" (Watkins, 1987, p.18). This type of model is much appropriate than either the 'Linear Model' which is the one seen in the national curriculum and allows learners to progress from one objective to another often over the course of years. It is also more appropriate than the Spiral Curriculum suggested by Bruner who recognised that learning should be constantly revisited and always being improved upon. "When structuring the teaching and learning programme, early communication of the purpose and value of the course and it's activities should be planned" (Walklin, 1990, p.111) It is with this in mind that the curriculum components that are relevant to the delivery of the BTEC course have been developed. These materials can be found in the Appendices and are as follows: Appendix A - Unit specification, aims and objectives Appendix B - Teaching and learning strategies i.e. schemes of work Appendix C - Teaching and learning strategies i.e. lesson plans Appendix D - Teaching and learning strategies i.e. learning materials Appendix E - Teaching and learning strategies i.e. PowerPoints Appendix F - Teaching and learning strategies i.e. Course handouts Appendix G - Assessment guidelines and strategies -Assignments Appendix H - Assessment guidelines and strategies - Assignment tracking sheets The available resources are computers in computer rooms, Smart boards and appropriate software. ...read more.

Conclusion

In this particular group there are three or four students who are competent with their assignment work but I do like to take time out with these students to share with them complexities of the subject matter and discuss how they can improve on the analysis and evaluation of the HCI they have developed. The PowerPoint I delivered and the handouts I have created been well received although mainly students have preferred I preferred to access the information on 'Blackboard' so I never insist they take away a hard copy (save the trees!!) Blackboard also helps student work from home, they can log on and check if they have missed anything if they have been absent or recap on the learning that has taken place. Overall the curriculum development has been a valuable experience and has made me understand how much work has to be put in to deliver a good session and to meet the unit objectives and the learning outcomes. On average the amount of preparation I need to undertake in order to plan, research and put together learning materials for a 2-hour session is more than eight hours. This has then to be multiplied up, over usually 16 weeks that the course runs. As we do not have the luxury of having spare time to do this in college hours much of the development work is done at home at weekends. Personally, I therefore feel that I have to cut corners and some sessions are not as polished as others. The other great difficulty is that when a session has been delivered there are many times when I think that a part of the session could be improved, unfortunately I return to the staff room, drop off the course file and have to dash to the next lesson. There is just not time in the day to make the amendments, as I have to prepare for the next class. This leads to frustration and sometimes inefficient and ineffective working practices. 6. ...read more.

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