Curriculum Planning and Design

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Curriculum Planning and Design

• How and why we teach

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Aims for the session

• Develop an understanding of the curriculum
• Encounter educational uncertainty
• Identify critical issues

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Three Stories

• Tutor
• I have a fear of lecturing you, lest you
  believe me.
• (Dr Beverley Labett)
• Student
• I sat there thinking, I have given up a career
  in the police to listen to this plonker telling
  me that he isnt going to tell me how to teach.

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A short history of curriculum development

• Improve test scores
• Improve test scores
• Improve test scores
• Improve test scores

• Improve books
• Improve teachers
• Improve schools
• Improve policies

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What educationalists learned.

• Psychometric Testing
• Case Study
• Casing the case
• Policy

• Test scores
• Resources
• Teachers and schools
• Change Forces

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Perspectives on Education

• Student
• Tutors
• School or workplace
• National and Regional Policy
• Whose view counts ?

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Tale Three

• Certificate of Teaching in Higher Education
• National Standards
• Local Needs

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The Curriculum

• The Postgraduate Certificate in Academic
  Practice provides a principled approach to
  learning and teaching . A principled approach
  treats the idea of good teaching as being
  problematic. It acknowledges uncertainty in the
  educational process and promotes professional
  judgment and autonomous practice.
• (Course Philosophy)

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Key Aims

• Stimulate critical engagement with a set of
  theories and pedagogic approaches.
• Engage students in examining, evaluating and
  developing their practice.
• Link teaching, research, management

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The key challenge

• Changing the process of curriculum planning.
• Changing the product of curriculum planning.

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Why?

• To value the role of the teacher
• To take account of the contexts of practice
• To un-box knowledge
• To enable self-directed learning

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The obstacles

• Challenging established practice
• Challenging values
• Change and accommodation
• Building in future development

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Group Task

• What are your main teaching aims?
• How do these aims relate to the kind of
  practitioner you want?
• Choose one or more of these aims and link them
  with a teaching event?
• Design and describe the plan of the teaching
  event.

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Group Task

• What challenges do you think you may face in
  practice with
• Knowing what to teach
• Teaching a trainee
• Getting support from the practice/hospital/HE?
• Choose one or more of these and describe what you
  might do to face the challenge.