Beruflich Dokumente
Kultur Dokumente
Module 1
Curriculum Studies
Daiva Stalnionyte
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Daiva Stalnionyte/BA (Hons) Professional Studies
to Education, and most individuals will experience more than ten years of
set learning paths for students. The task of improving and creating new
about how the curriculum for schools in England can best adapt to changing
affecting curriculum control and highlights the changes required for curriculum
civilisation. The historical aim of education was for a man to become a better
man (ATL 2007). Being a better man was described as educated with aims to
use his knowledge as power in his adult life. Formal education can be tracked
back to the Egyptian Civilisation (3000 BC) and curriculum in those days was
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based. The word curriculum originally came from Latin which means
"The curriculum debates of the past 5,000 years have primarily been around
the issues of general versus vocational programmes, what people do, against
Resource Pack page 11). Since then, many definitions of curriculum have
context. However, there have been endless debates regarding the relevance
and suitability of present curricula to the society and the culture the learners
belong to. Will it serve the needs of the learners of the twenty first century?
Does curriculum evolve with the times and does it offer students the
Marsh (2004) suggests that any definition gives insight about the main
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this could be the National Curriculum which has specific content subjects with
subjects and syllabus need to be adjusted to fit current culture and the
One of the most traditional and most commonly used models is "content or
states, is the route where these can be transferred to students using efficient
dictates what route a student will be able to take. Students with high grades
note that most of the employers are not as interested in a depth of ones’
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related to work (Ross 2000). However, this does not discount the fact that
People will need to be able read, write and calculate. One should also be
aware of one’s culture and history, explore facts about different places,
experience the arts and learn about spiritual qualities as well as academic
does not take into account any other learning experiences. It is an end-in-itself
learning skills rather than teaching. It also values the practical skills gained
from other learning sites other than from school alone. This particular
skills and other vocationally oriented groups which support this type for
learning, which would be specific skills, it has been known as the "Product
approach and gear their curriculum on the necessary skills needed in the
skills. However, such practical skills are introduced and gained in either work
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gain the necessary experiences there that build up their knowledge and skills.
Feedback from students and course evaluations suggests that relevant 'hands
on' experience gained from work placements could prove vital in being able to
demonstrate the real skills required for future employment. It has been noted
that most students value this method of learning more than basic
theoretical input from teachers. This way of thinking and viewing education as
(1949). He believed that people need to learn not for any other reason but to
be able to work and live their lives. He lays emphasis on four key questions:
what are the intentions of the educational organisation, what experiences can
be provided for students to meet the organisation’s aims, how can all the
the outcomes were met. The advantages of Tyler’s approach are that product
of creativity for the teacher and learner. Having preset objectives will not allow
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designed so that pupils will attain so far as possible certain educational and
other schooling ends or objectives” (page 11). In line with Tyler’s approach, it
is suggested that this type of model works well for vocational courses as it
intends to assist young people to find work after concluding their education.
route since the late 1970s when John Callaghan (1976), in his Ruskin speech,
raised his concerns about the school levers’ level of skills. He stressed that
there were many complaints from the industry of newly-qualified workers who
do not have the basic tools to do the job (ATL 2005). Since then providers of
This can mean that attention moves from teaching to learning. "Teachers
have of them, and a proposal for action which sets out essential principles
and features of the educational encounter” (Smith 1996, page 19). However
some theorists have raised their concerns that process model ignores the
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core and treats learners as subjects rather than objects. It can also lead to
range in content. Another major problem has been raised that this type of
curriculum heavily relies on the quality of teaching staff and depth of their
skills. If the teachers are not up to this, then there is a restriction to what can
in Croydon College are obliged to undertake teaching subjects that they are
described as the act of doing something and focuses not just on individuals or
the group alone, but pays careful attention to the way in which individuals and
action, reflection over action and new action (Afdal 2005). In another words,
‘education for use’ (1944: 103). NVQ and BTEC programmes can be viewed
Many adults decide to go back into education to enhance their learning and
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courses can be quite lengthy and certain people may feel alienated being
Gain initiatives allow young people and mature adults to achieve their
take further steps to progress their career and improve self esteem. Learners
on Train to Gain programmes are full time employees and gain their
favourable amongst the learners; however, it questions its value. For example
achievement rates in colleges does this mean that learners had fulfilled their
other curriculum models. Very opposite, full time students of NVQ and BTEC
programmes are allowed to spend one full day a week to learn about
employment in the Hospitality and catering industry as they develop skills that
realities of the industry. Enthusiasm for the course is sustained by regular field
visits to local hotels and restaurants, including trade shows and exhibitions.
promotions and marketing using real customers in the real environment. They
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also get familiar with contemporary cuisine including authentic recipes and
places familiar to them due to cultural factors lifts their self-esteem and
cultural pride. To support their learning students are also actively involved in
planning and monitoring their own learning and development. They set their
own targets, review them and with teacher’s support develop further action
It is evident that any curriculum definition one way or another puts emphasis
on the learning process, gained knowledge and skills, subject content and
that any curriculum model on its own can not be fully functional and effective
model proposed should start with the pupil in mind – his needs and interests
and should be designed in terms of the skills and attitudes educators would
prepare them for more work-based learning in the future. More than content,
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things, make sense of them, package them in different ways, and put
knowledge to use in a wider variety of forms and for more, and more diverse,
significance rather than the knowledge itself. He continues that the processes
Over the years the balance between what and how has not been reached and
the same question as what curriculum should look like to meet everyone’s
needs is still ongoing. There is also a debate has been for years about who
should decide what should be learned. There are numerous individuals and
about what is taught, when and how. Alongside decision makers are people
(Marsh 2004). Each group have their own ideas and agenda. Marsh has
developed a list of decision makers and influences and grouped them in line
with their involvement and level of influence. On the top of the list of the
assessment boards. Politicians being on the top of the list have the interest of
the state and its economy as well as raising national literacy and numeracy
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education colleges. For years the sector was regarded as not functioning very
well; students’ retention and achievement rates were very low compared with
all other sectors of education. Three years ago, David Bell, chief inspector of
schools at the time, called further education colleges "a national failure" (Ryan
2007 The Guardian). The Government had to step in and assess the
result, Ryan states, success and achievement rates by year 2000 improved
by 20%. One may argue that if the achievement rates are excellent and
colleges gain their ‘good name’ back does that mean that curriculum has been
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Curriculum today has gone a long way. Educators have come up with a
what stands out is the concept of what or who controls or directs the learning
Teachers are in control of the curriculum. Thus, the process of gaining such
demand to accept the value of the knowledge itself rather than the way in
On the other hand, sharing the reins of control by involving students in a more
especially if the experiences consider their culture and the community they
are part of. Being an active participant in the learning process makes it more
in order to derive the products, which are knowledge and skills. The learner
not only gains information, but many learning skills such as problem-solving,
essential skills they would be using when they go out to the real world to
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Going back to the question previously asked in this paper, "Does the
prevalent curriculum serve the needs of the learners of the twenty first century
and empower them with the knowledge and skills required to fully function in
design their curriculum and the learners to voice their needs who acquire
designing of curriculum. They are the professionals who have interest of both,
organisational goals and the learner’s needs. Teachers are the ones who can
equip learners with new skills required in today active and complicated
society. Skills like decision and sense making and problem solving needs to
If learners are sent out into the workplace fully prepared with appropriate
knowledge and skills that they can then apply confidently, with the desire to
grow and develop further, then much of that success and empowerment can
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