Module EDUC48420: Curriculum Development Through Enquiry: The Responsive Practitioner

Department: Education

EDUC48420: Curriculum Development Through Enquiry: The Responsive Practitioner

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a critical understanding of the key issues related to curriculum design and development, in the context of international education settings.

Content

• In this module, students consider the complexities of curriculum development and design, in the context of international education settings. Students choose an aspect of curriculum design to focus on, and critically consider the key educational objectives and learning theories underpinning this aspect through a synthesis of literature and research. Links between theory and practice are made by critically considering examples of curriculum design in practice in international schools. Influences on curriculum design and development are discussed, and possible ways forward for challenges raised. Students have the opportunity to reflect on implications for their future professional practice in teaching, including a detailed examination of professional aims, intentions and practice regarding ways to respond to issues in curriculum design and development.

Learning Outcomes

• SSK1 a critical understanding of the educational ideas and philosophies in education;
• SSK2 a critical understanding of the factors which affect teaching and learning in the contemporary classroom;
• SSK3 a broad understanding of a range of research methodologies and their application to education contexts.

• SSS1 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts;
• SSS2 the ability to identify and solve problems in specific educational contexts.

• KS1 reflect on educational research literature and to use this in the writing of academic assignments.
• KS2 use academic study skills appropriate to Masters’ Level study: including, for example: searching, synthesising, summarising and critiquing literatures; organising and planning an academic argument; formulating, analysing and solving problems; learning independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module is delivered via online learning, divided up into study weeks with specially produced online resources. Resources vary according to the learning outcomes but normally include the following online materials: interactive learning content, video content, directed reading, critically reflective activities usually with opportunities for peer feedback, and guidance for further independent study and self-reflection.
• Teaching is comprised of the following:
• Online Lecture: Introduction to the module and resources (asynchronous and synchronous blend).
• Online Seminars: Asynchronous interactive learning content to introduce and present key educational themes.
• Online Practicals: Asynchronous Interactive tasks to explore key educational themes in depth related to the learning content - including peer interaction and tutor feedback.
• Online Workshops: Asynchronous interactive learning content to develop critical thinking skills and develop academic writing skills linked to the subject themes and the assessments – including peer interaction and tutor feedback.
• Online Tutorials: Synchronous, in small groups, to allow academic skills and the assignment to be discussed.
• Preparation and Reading: Online video content, directed reading, critically reflective activities, tutor-facilitated peer discussion, and guidance for further independent study and self-reflection.
• Learning will be developed through reading, reflections on related theories and professional practice, the creation of a professional portfolio and academic writing, supported by tutors and peers.
• The formative assessment serves to encourage students to study regularly and to monitor their learning progress. Tutors provide feedback on formative work and are available for individual consultation as necessary (usually by email and video meetings (e.g. Teams)).
• The summative assessment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the learning outcomes, themes and issues covered under the aims of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Preliminary summary and outline of the assignment above, with reference list to indicate reading undertaken.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.