Justification for a particular teaching
Justification for a particular teaching, learning and assessment scheme
To produce a scheme of work it is first necessary to understand what is meant by ‘curriculum’. Wiggins and McTighe (2008:6) define curriculum as “.....the specific blueprint for learning that is derived from desired results - that is, content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning..... The etymology of the word suggests this: Curriculum is the particular “course to be run,” given a desired end point”
Two thoughts on curriculum are Narrow definitions which are more concerned with content,
‘....the course of study to be followed in becoming educated is the oldest known meaning of the word’ (Taylor and Richards 1985:79), and Broader definitions which tend to be concerned with context,
‘It is a way of translating any educational idea into a hypothesis testable in practice. It invites critical testing rather than acceptance’ (Stenhouse 1975: 142).
Both are valid but the context definition is closer to the criteria Ofsted look for, which is everything that happens to a learner
One of the fundamental principles of the Code of Practice is that all learners, including those with special educational needs (SEN), are offered full access to a broad and balanced education. My learner group consists of eight adults of mixed gender, who fall within the mid twenties to late forties age group. Each has some form of mental health issue, ranging from severe depression to schizophrenia. As such, the learners can become uncomfortable with any kind of change or what they perceive to be stress related learning. It’s important to keep learning objectives as uncomplicated as possible to help them stay calm and unpressured in the sessions. The learners are classed as independent students; they make their own way into and home from college.
I have found it quite difficult, as a trainee teacher, to align the OCR Life and Living Skills
To produce a scheme of work it is first necessary to understand what is meant by ‘curriculum’. Wiggins and McTighe (2008:6) define curriculum as “.....the specific blueprint for learning that is derived from desired results - that is, content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning..... The etymology of the word suggests this: Curriculum is the particular “course to be run,” given a desired end point”
Two thoughts on curriculum are Narrow definitions which are more concerned with content,
‘....the course of study to be followed in becoming educated is the oldest known meaning of the word’ (Taylor and Richards 1985:79), and Broader definitions which tend to be concerned with context,
‘It is a way of translating any educational idea into a hypothesis testable in practice. It invites critical testing rather than acceptance’ (Stenhouse 1975: 142).
Both are valid but the context definition is closer to the criteria Ofsted look for, which is everything that happens to a learner
One of the fundamental principles of the Code of Practice is that all learners, including those with special educational needs (SEN), are offered full access to a broad and balanced education. My learner group consists of eight adults of mixed gender, who fall within the mid twenties to late forties age group. Each has some form of mental health issue, ranging from severe depression to schizophrenia. As such, the learners can become uncomfortable with any kind of change or what they perceive to be stress related learning. It’s important to keep learning objectives as uncomplicated as possible to help them stay calm and unpressured in the sessions. The learners are classed as independent students; they make their own way into and home from college.
I have found it quite difficult, as a trainee teacher, to align the OCR Life and Living Skills
References: Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Sage. McTighe, J. & Wiggins, G (2008), Understanding by Design. Association for Supervision and Curriculum Development, Alexandria, Va Petty, G. (2009) Teaching Today, a Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd Scales, P. (2013) Teaching in the Lifelong Learning Sector. 2nd ed. Open University Press. Stenhouse, Lawrence (1975), An Introduction to Curriculum Research and Development, London: Heinemann Educational Books. Taylor, P. H. & Richards C. M. (1985), An Introduction to Curriculum Studies. NFER-Nelson, Windsor.