This module aims to develop your capabilities in developing and evaluating courses. You will analyse ways in which the curriculum offer and delivery might differ according to the learning context, taking into account such factors as target group, level of qualification, accessibility, work based learning and distance learning. You will analyse theories, models and approaches to curriculum design (e.g. Eisner, Scrimshaw, Tyler and Stenhouse) and their potential influence on outcomes for individual learners and groups, and relate these to your courses and learners.

You will analyse ways in which equality of opportunity and respect for diversity can be built into curriculum design (e.g. use of neutral language, representation of diverse images and examples in resources etc), and consider how to apply these in light of recent legislation (e.g. DDA 2005, Gender Equality 2007). You will analyse the impact of social, economic and cultural differences (e.g. employment patterns, ethnic group) on teaching, learning and achievement, and explain ways to challenge discriminatory behaviours (e.g. exclusion, stereotyping) where they occur in the learning environment. You will justify proposals to improve the curriculum offer in their area and evaluate effectiveness where these have been implemented.

During this module, you will participate in the following; research, small group work, evaluation of video evidence (e.g. 'Eye of the Storm'), role plays and simulations, discussion, individual activities, tutor presentations, ICT supported distance learning, tutorials and workshops.

DfES, 2004, 14 -19 Qualifications and Curriculum Reform: The Final Report of the Working Group on 14-19 Reform; London, DfES Publications. Known as the Tomlinson Report, this is available in hard copy or download from www.dfes.gov.uk.
The Times Educational Supplement: FE Focus: http://www.tesfefocus.co.uk/
Education Guardian: http://education.guardian.co.uk/

Papers are also available at
http://www.infed.org/index.htm
http://www.dfes.gov.uk/index.htm
http://www.standards.dfes.gov.uk/?version=1
http://www.disability.gov.uk/dda/
http://www.drc-gb.org/citizenship/index.asp

ARMITAGE A, BRYANT R, DUNNILL R, HAYES D, HUDSON A, KENT J, LAWES S AND RENWICK M (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
CHITTY, C (2004) Education Policy in Britain; Basingstoke, Palgrave Macmillan.
GRAY, D, GRIFFIN, C, NASTA, T (2005) Training to Teach in Further and Adult Education; Cheltenham, Nelson Thornes.
HUDDLESTON, P AND URWIN, L (2002) Teaching and Learning in Further Education; London, Routledge, 2nd edition.
NEARY, M (2002) Curriculum Studies in Post-Compulsory and Adult Education; London, Continuum.
WALLACE S (2005) Teaching and supporting learning in further education (2nd ed). Learning Matters Limited

Learning outcomes will be assessed through:

1. Development and presentation of a new/revised course/scheme of work showing an approach to curriculum innovation and support for inclusive learning, with full rationale using key issues from the curriculum development and inclusion literature (2000 words equivalent)

2. Teaching File elements including: evidence of developing/revising plans/courses in response to feedback from learners and other stakeholders relevant to the context, observation reports and own reading and evaluations and a report from Mentor/Tutor from an observation of your teaching.

All assessment tasks must be passed.
Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.

Must be enrolled on Diploma in Teaching in the Lifelong Learning Sector.


Values and commitments included in this unit:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, CS1, CS3, CS4, DS1, FS1,
FS3, FS4

Standards included in this unit:
AK1.1; AP1.1; AK2.1; AP2.1; AK2.2; AP2.2; AK3.1; AP3.1; AK4.1; AP4.1; AK4.2; AP4.2;
AK4.3; AP4.3; AK5.1; AP5.1; AK7.3; AP7.3;
BK1.1; BP1.1; BK1.3; BP1.3; BK2.1; BP2.1; BK2.4; BP2.4; BK3.1; BK 3.5; BP3.5
CK1.1; CP1.1; CK1.2; CP1.2; CK4.2; CP4.2;
DK1.1; DP1.1; DK1.3; DP1.3;
FK1.1; FP1.1; FK1.2; FP1.2; FK3.1;
FP3.1; FK4.1; FP4.1, FK4.2; FP4.2;