Module 4 - Assignment 1

Module 4 - curriculum presentation

Tash England

Start!

4- Curriculum challenges

3- Analyses of curriculum

1- Introduction

2- The curriculum

contents

5- Personal challenges

8- References

7- Conlusion

6- Impact

Introduction

Why is it important? Ofted observation framework (intent, implementation and impact) (Ofsted, 2019).

02

The curriculum

Underwritten by City and Guilds Two curricla identified; formal/planned and received

What is Animal Management?

03

Analyses of curriculum

What are the aspects to explore?

Assessment issues

The facilities

Work Placement

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Curriculum challenges

Curriculum challenges

Present day

March 23rd 2020

Hybrid teaching models are adopted. Module collaboration and peer observations have increasing importance.

The nation goes into lockdown, pivotal moment in educational history!

Increased recognition for staff support. 'Time' still the greatest challenge in recovery from Covid-19.

September 2020

05

Personal challenges

Personal challenges

Education at crisis point with student and staff mental health on the increase.

This percentage increase is based on two thirds of adults in the UK feeling somewhat or very worried on the effect Covid-19 has had on their lives (Marshall et al., 2020).

69%

Time

06

impact

Impact

One of the key aspects being reflected upon is the development of learner resilience, and in turn, the evaluation of learner progress and their preparedness for their next steps (Mcintosh & Shaw, 2017).

Synoptic Homework

The core assessment for this course is a synoptic assignment. This homework was developed as learner's have 'struggled' to think synoptically.

conclusion

Conclusion

Support CPD

Teacher Toolkit

Studies show staff who feel supported to improve feel happier and have a higher chance of remaining in position.

Planned and received curriculum are effective so long as subject specilalist staff have time to enhance their tooklit

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Preparation for T Levels

Changing from BTEC to technical has provided a useful stepping stone to technicals

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08

References

Anderson, J. (2019, September 17). The Gift of Teacher Time. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/uk/19/09/gift-teacher-time

Marshall, L., Bibby, J., & Abbs, I. (2020, June 18). Emerging evidence on COVID-19’s impact on mental health and health inequalities. The Health Foundation. https://www.health.org.uk/news-and-comment/blogs/emerging-evidence-on-covid-19s-impact-on-mental-health-and-health

Mcintosh, E., & Shaw, J. (2017). Student Resilience Exploring the positive case for resilience. https://www.unite-group.co.uk/wp-content/uploads/2021/10/student-resilience.pdf

Ofsted. (2019). Education inspection framework. GOV.UK. https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework

Penner-Williams, J. (2010). Formal Curriculum. SAGE Knowledge; SAGE Publications, Inc. https://sk.sagepub.com/reference/curriculumstudies/n204.xml

Thanks!