Curriculum Evaluation
Curriculum Evaluation
For this assignment, I intend to evaluate the Level 2 Diploma in bricklaying as it is my own specialist area. I will be discussing the theories and models of curriculum, influences on the design, evaluation and quality assurance systems. I will also evaluate the level 2 Diploma and discuss proposals for improvement. I currently teach at a HMP Moorland where I permanently deliver the bricklaying diploma alongside my colleague.
When curriculum development is being considered, Vashist (2003:1) states that the development of curriculum has been ‘conditioned’ by certain influences. Firstly, the subject matter is an obvious influence, then the course content and the influence of quantitative standards. Kelly (2004:2) suggests that curriculum can be used for many kinds of teaching instructions and programmes. ‘Curriculum’ has many meanings and Kelly (2004:3) suggests that it should not be misinterpreted. Armitage et al (2004:194) defines curriculum as:
A formal course of study as at a college, university or training institution
And:
The curriculum lays down what is to be covered and to some extent the teaching and learning methods to be used.
There are two most prominent models to consider when developing the curriculum. The first model to investigate is the process model. Lawrence Stenhouse (1926-1982) developed the ‘process model’ of curriculum. The process approach concentrates on the active role of the learner in how to use the gained knowledge and ideas. Learners should be allowed to find out and explore subjects at their own pace. Stenhouse states that curriculum should have the following components: * Principles for planning curriculum –content, teaching strategies and sequencing * Principles for researching curriculum * Justification of the curriculum.
Stenhouse suggests that the journey to the end of the course can be more important than the end product. The learners should take an active role and use their own
For this assignment, I intend to evaluate the Level 2 Diploma in bricklaying as it is my own specialist area. I will be discussing the theories and models of curriculum, influences on the design, evaluation and quality assurance systems. I will also evaluate the level 2 Diploma and discuss proposals for improvement. I currently teach at a HMP Moorland where I permanently deliver the bricklaying diploma alongside my colleague.
When curriculum development is being considered, Vashist (2003:1) states that the development of curriculum has been ‘conditioned’ by certain influences. Firstly, the subject matter is an obvious influence, then the course content and the influence of quantitative standards. Kelly (2004:2) suggests that curriculum can be used for many kinds of teaching instructions and programmes. ‘Curriculum’ has many meanings and Kelly (2004:3) suggests that it should not be misinterpreted. Armitage et al (2004:194) defines curriculum as:
A formal course of study as at a college, university or training institution
And:
The curriculum lays down what is to be covered and to some extent the teaching and learning methods to be used.
There are two most prominent models to consider when developing the curriculum. The first model to investigate is the process model. Lawrence Stenhouse (1926-1982) developed the ‘process model’ of curriculum. The process approach concentrates on the active role of the learner in how to use the gained knowledge and ideas. Learners should be allowed to find out and explore subjects at their own pace. Stenhouse states that curriculum should have the following components: * Principles for planning curriculum –content, teaching strategies and sequencing * Principles for researching curriculum * Justification of the curriculum.
Stenhouse suggests that the journey to the end of the course can be more important than the end product. The learners should take an active role and use their own
References: Armitage et al (2003) Teaching and Training in Post-compulsory Education 2nd Edition, Buckingham: Open University Press Byram, M. (2000) Routledge encyclopaedia of language teaching and learning, London: Routledge Coffield, F. (2008) Improving learning, skills and inclusion: the impact of policy on post-compulsory education London: Routledge Minton, D. (2003) Teaching Skills in Further & Higher Education 2nd Edition, London: Thomson Learning Lord Leitch Review of Skills (2005), Skills in the UK: The Long-term Challenge, London: Crown Copyright Neary, M. (2002), Curriculum studies in post-compulsory and adult education: a study guide for teachers and student teachers. Cheltenham :Nelson Thornes Vashist, S. R. (2005), the Theory of Curriculum. Delhi: Anmol Publications Walkerdine, V (1990), the Mastery of Reason: Cognitive Development and the Production of Rationality (Critical Psychology Series. Abingdon: Routledge http://www.qcda.gov.uk/19674.aspx accessed on the 2nd Jan 2011 at 2055.