Coffield, F. and Williamson, B. (2011) From Exam Factories to Communities of Discovery IoE: UK

Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters Ltd.

Allan, J. (2008) Rethinking inclusive education Springer,, ix, 186 p., 54

Moore, A. (2006) Schooling, society and curriculum Routledge

All of the above are available online as e-books through Staffordshire University's library.

Staffordshire University Blackboard: https://blackboard.staffs.ac.uk/webapps/portal/frameset.jsp

Where applicable, the most recent Ofsted report for the learner's organisation. Available from www.ofsted.gov.uk

Where applicable, documentation relating to the learner's organisation's curriculum strategy/policy

The Times Educational Supplement: http://www.tes.co.uk/

The Department for Education: http://www.education.gov.uk/

Ofsted's Good Practice database: http://www.ofsted.gov.uk/resources/goodpractice

Infed article on curriculum theory: http://www.infed.org/biblio/b-curric.htm

LSIS Excellence Gateway: http://www.excellencegateway.org.uk/

The National Literacy Trust: http://www.literacytrust.org.uk/

Staffordshire University Media Library http://medialibrary.staffs.ac.uk/: Films of teaching and learning in various contexts, with Ofsted style analysis.

Academic education journals such as:

Curriculum Journal
Oxford Review of Education
London Review of Education
Gender and Education
Cambridge Journal of Education
British Journal of Sociology of Education
British Educational Research Journal Educational Studies
Educational Research
Journal of Education Policy
All of the above are available online through Staffordshire University library

Tutor input will give an overview of the context of these subjects and their importance in terms of national educational, economic and employment policy.

Learners will identify one of the above subjects to focus on for their observation of alternative practice. As an education professional they will be responsible for organising and arranging an observation of practice in an organisation and/or context which is different to their own practice. Learners will then analyse strategies for this subject from their own organisation/department and compare it with those of another organisation/department. This should be a good opportunity for peer learning, with learners from different organisations pairing up to share information.

Reflections on the above findings will then inform and justify their considerations for develop to the way that they support learning in this subject.

This module will focus on key subjects, depending on the learner's professional context. These are likely to be subjects such as Science, Technology, English and Mathematics.

Topics to be covered include:

(i) key purposes and principles and models of curriculum design and practice
(ii) Context, purpose and practice of embedding subjects such as Science Technology English and Mathematics into the curriculum
(iii) Promoting an inclusive curriculum

Assessment 3000 words 100%

1) Observe how a key subject is supported in another organisation/context. LO4 (600 word equivalent)

2) Compare and contrast strategies to embed a key subject in your practice and another institution/context. Using this comparison and your observation reflections, consider how your own approach to supporting a key subject can be developed. (Advisory word count 2400) LOs 1,2,3&5

1. IDENTIFY DIFFERING CONTEXTS OF EDUCATION
Knowledge and Understanding
Learning

2. IDENTIFY KEY PURPOSES AND PRINCIPLES AND MODELS OF CURRICULUM DESIGN AND PRACTICE Knowledge and Understanding
Learning

3. COMPARE AND CONTRAST HOW A KEY SUBJECT IS EMBEDDED INTO CURRICULA
Analysis
Enquiry

4. OBSERVE HOW A KEY SUBJECT IS SUPPORTED
Reflection

5. JUSTIFY DEVELOPMENT PROPOSALS FOR OWN PRACTICE
Reflection