School of Social Sciences, Business and Law

Module Title:

Curriculum Development for Inclusive Practice

EDU2122-N

LEVEL 5

CREDITS: 15

ACADEMIC YEAR 2015/16

Please ensure that you complete this module at the correct level:If you are doing the Certificate in Education: Education and Training complete Level 5If you are doing the Professional Graduate Certificate in Education: Education and Training complete Level 6

Certificate in Education: Education and Training

Module AimsThis module aims to explore the differences between curriculum design and curriculum development models. It offers the opportunity to evaluate the theories of learning in regards to curriculum design and inclusive learning. It is expected that students will be able to evaluate and improve their own performance in inclusive curriculum design and development through suggesting improvements to their own subject specialist curriculum.

Module Content

Indicative Content Contexts of Education and Training Theories, principles and models of curriculum design Implementing, reviewing and evaluating the curriculum Assessment of learning for inclusive practice Reflecting on and adapting the curriculum to improve practice Equality and diversity ethical and legal issues Equality and diversity – issues with curriculum design and implementation to promote

inclusive practice Legal principles

Teaching and LearningStudents will be taught via lectures with supporting seminar/group work. One to one tutorials will be provided to the students for support and in order to negotiate and agree a focus for the summative assessment. Feedback will be given on draft written work to enable students to enable the improvement of future work. Students will collect evidence in the practice setting in order to evaluate curriculum design models within their specialisms. Students will work with the module tutor to discuss issues of curriculum design and development in the seminar groups in order to share information re: theories of learning. The practice mentor will be used as a source of additional information and support when the students are collecting evidence to support the production of the summative assessment task. Students will use VLE and on-line resources to further support their learning.

Main Learning Outcomes

Knowledge & Understanding

1. Demonstrate a detailed understanding of the contexts in which education and training are provided.

2. Critically review the impact of theories, principles and models of curriculum design on inclusive learning and teaching

Cognitive & Intellectual Skills

3. Be confident and flexible in identifying and defining the issues associated with implementing an inclusive curriculum.

Practical & Professional Skills

4. Apply theories, principles and models of curriculum design to curriculum development and practice.

5. Evaluate and improve own practice in inclusive curriculum design and development.

Key Transferable Skills

6. Reflect systematically on performance to further develop learning with regard to inclusive curriculum design.

AttendanceStudents are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.

Assessment

Formative assessment Peer group evaluation of curriculum design and development models. Summative assessment (100% ECA)

Essay: In the current context of your teaching evaluate the impact of theories, principles and models of curriculum design and inclusive learning on your learners. Justify conclusions and suggest improvements to your own practice with sound academic research and referencing. Include:

Contexts which education and training are provided in.

The impact and application of theories, principles and models of curriculum design on inclusive learning and teaching with links to own practice

(2000 words) Learning outcomes:1,2,3,4,5,6

Assessment Criteria Standard Teesside University UG Level 5 will be used.

Assessment Submission and Re-submissionSee timetable for hand-in dates and details.Late submission will result in only a pass grade of 40% being awarded.

If you do not successfully pass the in-course summative essay you will be offered an opportunity to resubmit the work in the period of four weeks after you have received feedback. Feedback will be available within four weeks of submission.

Academic Support and GuidanceYour tutor is there to support your academic progress but you may also receive academic support from the learning hub within the library/website. You have regular tutorials with your personal tutor to discuss your progress.

Reading List

Purchase Tummons J. (2012) Curriculum Studies in the Lifelong Learning Sector, 2nd Edition, Exeter: Learning Matters Essential Armitage, A. et al (2012) Teaching and Training in Post Compulsory Education, 4th Edition, bucks: OU Press

Avis, J., Fisher, R. and Thompson, R (2010) Teaching in Lifelong Learning: a guide to theory and practice, Maidenhead: OU Press

Powell, S. and Tummons, J. (2011) Inclusive Practice in the lifelong Learning Sector, Exeter: Learning Matters

Recommended Curzon, L.B. (2004) Teaching in Further Education: An Outline of Principles and Practice, 6th Edition, London: Cassell  Daines, J. (2006) Adult Learning, Adult Teaching, 4th Edition, Wales: Welsh Academic Press

Hillier, Y. (2002) Reflective Teaching in Further and Adult Education, London: Continuum                      Merrill, B. and Hyland, T. (2003) The Changing Face of Further Education: Lifelong Learning, Inclusion and the Community, Oxfordshire: Routledge Falmer

Minton, D. (2005) Teaching Skills in Further and Adult Education, 3rd Edition,  London: Stanley Thornes              Petty, G. (2009) Teaching Today, 4th Edition, Cheltenham: Nelson Thornes

Reece, I. and Walker, S. (2006) Teaching, Training and Learning: a practical guide, 6th Edition, Sunderland: Business Education      

Splendlove, D. (2009) Putting Assessment for Learning into Practice, London: Continuum     Tummons, J. (2007) Achieving QTLS. Becoming a Professional Tutor in the Lifelong Learning Sector, Exeter: Learning Matters

Wallace, S. (2005) Teaching and Supporting Learning in Further Education, 2nd Edition, London: Learning Matters  

Journals Professional Development in EducationThe Journal of Educational Action Research Journal of Vocational Education and Training Electronic OFSTED www.ofsted.gov.uk Excellence Gateway www.excellencegateway.org.uk JISC regional support centre http://moodle.rsc-eastern.ac.ukThe Education and Training Foundation http://www.et-foundation.co.uk/

Learning Matters www.learningmatters.co.uk National Institute of Adult Continuing Education www.niace.org.uk National Foundation for Educational Research www.nfer.ac.uk Qualifications and Curriculum Authority www.qca.org.uk Times Educational Supplement www.tes.co.uk

Regulations and Procedures The following statement and link to the regulations should be included in the guide.

Naturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at:

http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations

It is your responsibility to familiarise yourself with these regulations which include: Academic Regulations including:

Academic MisconductApplicants with DisabilitiesAttendance PolicyFramework for Assessment, Award and ProgressionMitigating Circumstances RegulationsSubmission of Assessments

Computer Regulations

Student Conduct Regulations

University Assessment Review Application

Student Protocol

University Complaints Procedure

Level 5 Assessment criteria

90% - 100% Exceptional work with presentation of the highest standard. The work contains coherent arguments and ideas. There is a detailed understanding of subject matter and critical analysis of issues/problems. Points are made clearly and concisely, always substantiated by appropriate use of source material. There is evidence of a sound ability to critically interrelate theories with examples from practice where appropriate.

80% - 89% Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.

70% - 79% Extremely good work with presentation of a high standard. Evidence of strong knowledge and understanding together with some critical analysis and insight. Source material is used effectively to support arguments, ideas and solutions.

60% - 69% Very good presentation. Sound knowledge and understanding with an emerging ability to critically engage with and apply the concepts involved linking them to practice where appropriate. Good use of source material which supports most points clearly. Content is wholly relevant and is coherently structured.

50% - 59% Presentation is of a good standard but some shortcomings. Evidence of a sound knowledge base but limited critical and practical application of concepts and ideas. Content is largely relevant although points may not always be clear and structure may lack coherence. Contains some critical reflection and some use of source material to illustrate points.

40% - 49% Adequate presentation. The work is descriptive and/or lacks critical analysis where required but is relevant with limited though sufficient evidence of knowledge and understanding. There is some evidence of reading although arguments/ proposals/solutions often lack coherence and may be unsubstantiated by relevant source material or partially flawed. Links to practice are made where appropriate.

30% - 39% Fail

Poorly structured, incoherent and wholly descriptive work. Evidence of a weak knowledge base with some key aspects not addressed and use of irrelevant material. Flawed use of techniques. Limited evidence of appropriate reading and no evidence of critical thought. Little reference to practice where appropriate.

20% - 29% Fail

Very poorly structured, incoherent and wholly descriptive work. Evidence of a very weak knowledge base with many key omissions and much material irrelevant. Use of inappropriate or incorrect techniques. Very little evidence of appropriate reading and no evidence of critical thought. No links to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.

0% - 19% Fail

The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect or omitted. No evidence of critical thought. No effective use of supporting material. No links to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.