Curriculum_Theory

Curriculum Theory With reference to underpinning theory, discuss different curriculum approaches (for example, compare and contrast product and process approaches). The curriculum is defined as quoted from a dictionary a ‘programme of study’ and was introduced in the late nineteen eighties. Mick Waters (Teachers TV) suggested the aims for learning should be that ‘young people feel confident as individuals, successful as learners and responsible as citizens.’ It was designed to make sure all learners got an entitlement to learn. There are three different curriculum approaches which are praxis, process and product. Geoff Petty, Teaching Today,A practical guide, Third edition, 2004, Nelson Thornes, pg 401 suggests that ‘many teachers use a mixture of process and product’. Praxis is the way we think about what we do and is concerned with bringing about something which is morally good. Yvonne Hillier, Reflective Teaching in Further and Adult Education,2002, Continuum, pg 19 suggests ‘We must be careful not to see praxis as a form of technically correct behaviour: it is much deeper than that.’ It is concerned with social, ethical and political action. We tend to think as praxis as how we are influenced by our upbringing, culture, our socially situated selves. We act by reflecting and link theory with practice. The process approach shows the journey the learner has taken and was developed by Lawrence Stenhouse in nineteen seventy five. He along with other cognitive theorists such as Piaget, Bruner and Ausubel suggested emphasising the active role of the learner in processing and organising incoming information or stimuli. They were concerned with the processes involved in creating responses and with how learners perceive and make sense of knowledge and new ideas in light of their own experiences. The product is the most commonly used approach due to it having a syllabus and being straight forward making it easy for teachers to use. It is very structured and it has aims and objectives which have to be met to pass. Ralph Tyler in nineteen seventy one produced a four part model for curriculum development also known as the objectives curriculum. He was interested in the end product which resulted with a qualification or certificate. Other behaviour theorists such as Pavlov, Watson and Skinner believe the only way to study learning is to base all conclusions on observations of how behaviour is influenced by interaction with the environment. They identified ways in which the responses people learn to make are influenced by the stimuli that precede and the reinforcement which follows those responses. With reference to underpinning theory, discuss curriculum sequencing (for example, compare and contrast: linear, spiral, thematic and modular models). There are mainly three ways of thinking about curriculum sequencing however it is possible for any single curriculum to have aspects of more than one of these models present within the overall scheme. In a linear (behaviourism) curriculum sequence, the different stand alone units or modules that make up the curriculum as a whole are arranged one at a time according to the requirements of the programme. The learning is demonstrated through observation of behaviour and based on positive rewards. Once the units or modules have been taught, assessed and the results recorded, it is fair to say they do not have to be visited again. In a spiral (cognitivists) curriculum sequence, the different areas or topics that make up the curriculum are studied more than once. The learner plays an active role in processing and organising incoming information. New ideas are related to existing knowledge which is understood and studied. In a thematic sequence, some of the different units that made up the curriculum would include a theme that would run throughout the whole course. The theme would be seen as reinforcing work learners and reflecting on what has been taught. In a modular sequence learners can select different modules and be certificated for each module. A good example of this is Functional Skills Hairdressing where the learner can choose between perming or setting hair. They are stand alone modules and each one the learner will receive a certificate once achieved. Consider the implications of approaches and sequencing models for learners and teachers There are different approaches and sequencing which could be used for teaching a programme of study. Curriculum as content is, in other words, what we teach. Teachers may use different approaches but will still have the same outcome which is to make sure all learners achieve. The praxis makes the learner think about what they are doing by reflecting and linking theory with practice. This is good for a learner who is on an apprenticeship. The process is the art and science of learning with an andragogical approach. This makes the learners think for themselves after the teacher has told the learners what to do. The product is a passive way of learning and for teachers one that is easy to use. Learners learning from linear sequencing may not necessarily progress in any way and as a teacher this could be quite demoralising and effect achievement rates as you would want the learner to achieve all. The spiral sequencing has different levels and by doing the same thing again could de-motivate the learner resulting in dis-engaging in the classroom or even worse failure to complete the course by leaving through boredom. Discuss range of internal and external influences on curriculum within the LLUK sector; with particular reference to Domains A and D of the LLUK Professional Standards. The government tell us the importance of up scaling the nations skills in Literacy and Numeracy and the need for a skill-based economy. Claus Moser stated that up to 7 million adults in England have difficulties with literacy and numeracy and one in five adults are functionally illiterate. As teachers working in the LLUK sector we must make a change to society by meeting the needs os the learners.