By Jonathan Tummons
An available but severe modern research of the curriculum within the studying and talents sector.
content material: disguise; identify; Copyright; Contents; the writer; Acknowledgements; creation; 1 Defining curriculum; 2 Conceptualising the curriculum; three Shaping the curriculum; four making plans, sequencing and supplying the curriculum; five comparing the curriculum; 6 Curriculum, studying and information; 7 A common curriculum? each baby concerns, and schooling for sustainable improvement; eight The available curriculum; Afterword; Index.
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Extra info for Curriculum Studies in the Lifelong Learning Sector
In the following chapter we shall think about the actual content, the ‘stuff’ of a curriculum. Here, we shall focus on a number of key themes that can be said to shape or influence the curricula of the lifelong learning sector. In no particular order, since some of them do have an impact on others, these can be said to be: . . economic issues: the needs of industry, business, commerce and the professions; political issues: the notion of political influence on educational provision; social and cultural issues: the notion of an ‘educated’ society; ideological issues: the theories and beliefs that underpin formal educational provision as a whole.
These 27 Shaping the curriculum people, and others, may well be needed to champion or defend curricula, to persuade others of their relevance or importance. This implies that these people have the authority and power to persuade others that this curriculum, in terms of what is in it and how it has been prepared, is the right one. Of course, what counts as the ‘right’ curriculum can and does change over time. Changing social, political and economic factors can all have an impact on the relevance, value or worth of a curriculum.
If you are a full-time teacher-training student, your mentor may be able to help you access these course documents if they are not readily available (for example, on the internet). 1. Go back to the four questions that underpin the Tyler model of the product curriculum. Answer them, as they relate to the curriculum within which you work. 2. Now think about any other aspects of your curriculum that you or your students experience. Do your students learn things that are not written in the course objectives, but that are nonetheless educationally worthwhile?