(1) Scheme of Work. Using feedback from others, design and present an annotated new/revised scheme of work which demonstrates curriculum refinement and inclusive practice.25% weighting 500 words equivalent (LO 3, LO 4)

(2) Provide a full rationale of the curriculum used, in the form of an essay, to analyse. explain, justify and critically evaluate your approach to your curriculum design, planning and delivery. 75% weighting 2500 words ( LO 1, LO 2, LO 4, LO 5)

(3) Complete a current and satisfactory observation of Teaching Practice
0% weighting.

(4) Appendices as appropriate.

Coffield, F. and Williamson, B. (2011) From Exam Factories to Communities of Discovery IoE: UK
Gillham, B. (2011) Developing a Questionnaire (2nd Edition) Continuum: UK
Gray, D, Griffin, C, Nasta, T. (2005) Training to Teach in Further and Adult Education; Cheltenham, Nelson Thornes.
Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters Ltd.
Wallace S. (2005) Teaching and supporting learning in further education (2nd Ed). Learning Matters Limited

The purpose of the unit is to enable the learner to understand and apply the contexts for education and training in the lifelong learning sector and the impact of theories, principles and models of curriculum design on curriculum development and practice. It enables the learner to evaluate their own practice in inclusive design and development.

Candidates will investigate principles and practice of curriculum design to promote inclusion. As well as tutor input, candidates will be encouraged to peer review schemes of work/curriculum in order to identify areas in need of development. This review will be supported by feedback from learners. These changes are also evaluated by peers in terms of the principles outlined previously.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE

Weblinks

Department for Education: The Equality Act 2010 (Overview) http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiversity/a0064570/the-equality-act-2010

Equality and Human Rights Commission: http://www.equalityhumanrights.com/
Statutory body for equality and human rights. They also have resources for exploring issues in class. Also see: EHRC (2010) How Fair is Britain? (p20-24 on Education)

Institute for Learning (2008) Code of Professional Practice

The Joseph Rountree Foundation: http://www.jrf.org.uk/
Coffield, F. (2008) Just Suppose Teaching and Learning became the first priority. London: Learning and Skills Network. [online]

LLUK (2007) New Professional Standards for Teacher, tutors and trainers in the Lifelong Learning Sector LLUK:UK