MODULE SPECIFICATION

Code:

UTLGN3-30-M

Title:

Context and Curriculum in Lifelong Learning

Version:

4

Level:

M

UWE credit rating:

30

ECTS credit rating:

15

Module type:

Standard

Owning Faculty:

Social Sciences and Humanities

Field:

Secondary Education and Life Long Learning

Faculty Committee approval: Education Lifelong Learning PC Date: 20/4/09

Approved for Delivery by: ( indicate name of affiliated institution if module will only be delivered by them)

Valid from:

1 September 2009

Discontinued from:

 

Contributes towards:

Postgraduate Certificate Learning & Skills

Postgraduate Certificate Learning & Skills (City of Bristol College)

Postgraduate Certificate Learning & Skills (Stroud College)

Pre-requisites:

None

Co-requisites:

None

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations:

None

Learning outcomes:

Outcomes are related to the relevant assignment components and assignments in turn are cross referenced to indicative LLUK ‘core module’ learning outcomes, e.g. ‘CPPD 1’

Relevant LLUK units are option unit The Lifelong Learning Sector (TLL5) and core units Planning and Enabling Learning (PEL), Principles and Practice of Assessment (PPA), Enabling Learning and Assessment (ELA), Continuing Personal and Professional Development (CPPD), Evaluation, Quality Assurance and Improvement (EQAI), Curriculum Development for Inclusive Practice (CDIP) and Theories and Principles for Planning and Enabling Learning (TPPEL) and wider Professional Practice.

Participants will have acquired a confident, informed and critical familiarity with significant issues of context and practice within the following four domains of education. They will also have identified appropriate issues and dilemmas on their own initiative.

      1. Learning and Curriculum (Assessed in Components A & B)

      2. Management and Organisation (A)

      3. The Social and Political Context of PCET (A)

      4. The Enquiring Teacher; method and methodology (B)

Syllabus outline:

    Learning and Curriculum

      1. Relevance to trainees’ own subject and practice of a range of generic theories and psychologies of learning, communication and professional development.

      2. Theories, principles and models of curriculum design and implementation and their impact on teaching and learning in their own practice in their specialism and generally.

      3. The significance for lifelong learning professionals of movements and policies aiming to promote inclusivity, equality and social justice and the acknowledgment of diversity.

      4. The benefits of resource based learning for trainees’ teaching subject.

      5. Underlying issues, frameworks, relevant choices and rationales relating to assessment and evaluation in their specialism and the learning and skills sector generally.

    Management and Organisation

      6. The rights and responsibilities of the newly qualified teacher in the specialism and in the institution.

      7. Relevant management theories, structures and quality assurance procedures within post compulsory education and training establishments, including their significance for the newly qualified teacher.

      8. Current and historic contexts of systems of finance and governance in post compulsory education and training, including, for example, the role of government and the Learning and Skills Council.

    The Social and Political Context of PCET

      9. The historical and changing social, economic and demographic context of decisions relating to the management of 14 – 16 learning, work based learning and higher education in post-compulsory education and training, including, for example, current projects for raising standards and widening participation.

      10. Professional recognition and continuing professional development schemes for teachers in the learning and skills sector

    The Enquiring Teacher

      11. Relevant research and research perspectives on 14+ education.

      12. Appropriate research methods for a simple educational enquiry

      13. Planning a small-scale enquiry in lifelong learning and writing a related dissertation showing relevance of the research to their chosen specialist career path, demonstrating critical awareness of the effectiveness of their chosen methods and methodology.

Teaching and learning methods:

This is a University based module, though the assignment involves enquiry in the teaching institution. Sessions will normally start with tutor-led activities, which may include a variety of methods, e.g. exposition, workshop activity, and role-play. Directed study is spent preparing for forthcoming sessions or for the assignment. The module includes tutorial support with the assignments at key stages of planning and writing up.

Reading Strategy:

It is essential that students read two or more of the many texts on research methods available through the Library. Key chapters from several will be available electronically via the Library’s Digital Collections [alternative could be via printed study packs]. Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. It will be expected that assignment bibliographies and reference lists will reflect the range of reading carried out.

The development of literature searching skills is supported by the Library seminar at the beginning of the programme and by subsequent support. Additional support is available through UWEonline. This includes interactive tutorials on search skills and on the use of specific electronic library resources.

Indicative Reading List:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification and other books recommended in the handbook in their place. However, as indicated above, current advice on readings will be available via other more frequently updated mechanisms.

BELL, J. (2005), Doing your research project: a guide for first time researchers in education, health and the social sciences (4th edn) Maidenhead: Open University Press

DfES (2004), Every Child Matters: Next Steps (Reference: DfES 0240/2004)

DfES (2006), Youth Matters: Next Steps (Reference: 0260-2006DOC-EN)

DONOVAN, G. (2005), Teaching 14-19 London: David Fulton

ECCLESTONE, K. (2005), Understanding assessment and qualifications (2nd edn) Leicester: NIACE

HALL, L. and MARSH, K. (eds.) (2000), Professionalism, policies and values: a reader London: Greenwich University Press

HILLIER, Y. (2002), Reflective teaching in further and adult education London: Continuum Press

HILLIER, Y. (2003), Empowering researchers in further education Stoke on Trent: Trentham

HUGHES, C. and TIGHT, M. (1995), ‘The Myth of the Learning Society’ British Journal of Educational Studies XXXXIII 3 pp 290-305

LUCAS, N. (2004), Teaching in further education: new perspectives for a changing context University of London: Institute of Education

THOMAS, L. (2005), Widening participation in post compulsory education London: Continuum

TUMMONS, J. (2005), Assessing learning in further education Exeter: Learning Matters

TUMMONS, J. (2007), Becoming a professional tutor in the lifelong learning sector Exeter: Learning Matters

VINCENT, C. (2003), Social justice, education and identity London: Routledge Falmer

WALLACE, S. and GRAVELLS J. (2007), Leadership and leading teams Exeter: Learning Matters

In addition the following Journals may be useful (generally available in Library - Reference only)

- Journal of Educational Management and Administration

- Journal of Further & Higher Education

- Journal of Access Policy and Practice

- British Journal of Sociology of Education

- British Educational Research Journal

Assessment

Weighting between components A and B (standard modules only) A: 25% B: 75%

First Assessment Opportunity

Component A

Participation in an observed and assessed discussion involving no more than five trainees, in which the total time is calculated on the basis of five minutes per participant. The discussion will relate to inclusivity and curriculum management and will be based upon a question, agreed by the tutor, which may, for example, be one of the examples offered below.

‘What are the curricular and legal issues involved in offering education and training for vulnerable adults or other students with special educational needs?’

or

‘What are the implications for curriculum managers, teachers and students in PCET establishments of the Government’s ‘Every Child Matters’ legislation?

In the discussion, the student will demonstrate a creative, informed, confident and critical engagement with the following curriculum related issues as they impact upon the selected question:

In the discussion, the student will demonstrate an informed engagement with the following curriculum related issues as they impact upon the selected question:

    a) How does the management, evaluation, funding and political context of the lifelong learning sector, the providing institution and teaching subject affect the curriculum experienced by students and the roles and responsibilities of teaching staff? (CDIP 1; CPPD 1,2,3,4,5; WPP 1,2,3; TLL5 1,2)

    b) Which models of teaching methodologies, resourcing and curriculum design and development are most helpful in analysing and understanding existing provision and developing improved curricula? (PEL 3; CDIP 2, 4, 5, 6; TPPEL 1, 2, 3, 4; CPPD 2;))

    c) How can educational evaluation assessment and processes of quality improvement be best understood, modelled and designed so as to promote teachers’ effectiveness and improve the targeted students’ educational life chances? IEQAI 1,2,3,4,5; ELA 1,2,4,6,7; WPP 3: TLL5 3,4)

And they will demonstrate informed engagement with the following question:

    d) Which models of teacher professionalism can best help teachers support the targeted students towards personal development and participation in economic growth and community regeneration? (PEL 3; TPPEL 1,2,3,4; CDIP 3; WPP1, 5; TLL5 1)

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

FLM: Values Domain

The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

Component B

The written assignment of 3750 words presents and discusses the outcomes of a limited enquiry into influences upon learners’ ‘journeys’ in the relevant subject area, using a combination of primary and secondary sources. The precise focus must be discussed with the curriculum mentor and the study must include at least one element of empirically derived data collected by the trainee.

In the assignment, students will consider the following:

Comparisons and evaluation of learner’s experiences in different contexts of education in the lifelong learning sector (CPPD 1; WPP 1)

Rationale for reflective practice and issues and uses of reflection in action (CPPD 2,4; WPP 1)

Methods involved in the selection, collection and analysis of data in education and for professional development (CPPD 3; WPP 2, 4)

Personal and professional implications for practice and developing values to emerge from the enquiry process and its outcomes (CPPD 5; WPP 5)

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B LM: Literature Domain

The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

D LM: Research Domain

The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Participation in an observed and assessed discussion involving no more than five trainees, in which the total time is calculated on the basis of five minutes per participant, The discussion will relate to inclusivity and curriculum management and will be based upon a question, agreed by the tutor, which may, for example, be one of the examples offered below.

‘What are the curricular and legal issues involved in offering education and training for vulnerable adults or other students with special educational needs’

or

‘What are the implications for curriculum managers, teachers and students in PCET establishments of the Government’s ‘Every Child Matters’ legislation?

In the discussion, the student will demonstrate an informed engagement with the following curriculum related issues as they impact upon the selected question:

    a) How does the management, evaluation, funding and political context of the lifelong learning sector, the providing institution and teaching subject affect the curriculum experienced by students and the roles and responsibilities of teaching staff? (CDIP 1; CPPD 1,2,3,4,5; WPP 1,2,3; TLL5 1,2)

    b) Which models of teaching methodologies, resourcing and curriculum design and development are most helpful in analysing and understanding existing provision and developing improved curricula? (PEL 3; CDIP 2, 4, 5, 6; TPPEL 1, 2, 3, 4; CPPD 2;))

    c) How can educational evaluation assessment and processes of quality improvement be best understood, modelled and designed so as to promote teachers’ effectiveness and improve the targeted students’ educational life chances? IEQAI 1,2,3,4,5; ELA 1,2,4,6,7; WPP 3; TLL5 3,4)

And they will demonstrate informed engagement with the following question:

    d) Which models of teacher professionalism can best help teachers support the targeted students towards personal development and participation in economic growth and community regeneration? (PEL 3; TPPEL 1,2,3,4; CDIP 3; WPP1, 5; TLL5 1)

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

FLM: Values Domain

The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

Component B

The written assignment of 3750 words presents and discusses the outcomes of a limited enquiry into influences upon learners’ ‘journeys’ in the relevant subject area, using a combination of primary and secondary sources. The precise focus must be discussed with the curriculum mentor and the study must include at least one element of empirically derived data collected by the trainee.

In the assignment, students will consider the following:

Comparisons and evaluation of learner’s experiences in different contexts of education in the lifelong learning sector (CPPD 1; WPP 1)

Rationale for reflective practice and issues and uses of reflection in action (CPPD 2,4; WPP 1)

Methods involved in the selection, collection and analysis of data in education and for professional development (CPPD 3; WPP 2, 4)

Personal and professional implications for practice and developing values to emerge from the enquiry process and its outcomes (CPPD 5; WPP 5)

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B LM: Literature Domain

The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

D LM: Research Domain

The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

SECOND (OR SUBSEQUENT) ATTEMPT (Further attendance at taught sessions is not required)

Specification confirmed by …………………………………………………Date

(Associate Dean/Programme Director)

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