Postgraduate Course: The Curriculum: Context, Change, and Development (EDUA11338)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The main aims of this course are to develop students' critical awareness of curricula and the role they play in social reproduction and cultural selection and to evaluate curriculum development in light of theories of Education.
This course introduces a variety of perspectives to understand curricula, by reflecting on sociological and philosophical approaches to international curriculum studies. Through case studies, the course will examine the change and development of curricula to locate different traditions and theories into practice. The course provides students with an opportunity to synthesise ideas, debate and evaluate a range of values, purposes and practices associated with curriculum changes within and across various global contexts.
Indicative Course Content
Session 1. Curriculum Studies and Key Concepts
This week will provide a foundation for the course by introducing key concepts including Formal Curriculum, Informal Curriculum and Hidden Curriculum.
Session 2. Knowledge and Curriculum - The Philosophical Case
This session will provide source material used to justify the nature and value of a Formal Curriculum, Informal Curriculum and Hidden Curriculum.
Session 3&4. Sessions 3 & 4 Curriculum, Knowledge and Social Reproduction
Session 3 & 4 will explore the sociological perspective of school curriculum. We will discuss the role of education and school curriculum in the reproduction of existing values and social structures. Through locating debates in context, we will ask: does school curriculum contribute to the development of critical thinking? Does ¿knowledge¿ or ¿education¿ facilitate social mobility?
Session 5. Assessment and Accountability
This session will discuss issues related to pupil assessment and the school/teacher accountability in the current global era.
Session 6. School Curriculum in Scotland
The next three sessions will explore how a curriculum is developed in response to the topics covered in previous sessions. Session 6 will focus on curriculum development in Scotland.
Session 7. Cross Curricular programmes in Scotland
Students will explore cross curricular programmes at a public organisation in Scotland.
Session 8. Teaching Material and Textbook Development
Drawing on the case of textbook development, this session will locate relevant theoretical debates on curriculum in a selected context.
Session 9 & 10. Presentations and Conclusion
Students will give an oral presentation of their group work in session 9 &10, as a part of the summative assessment. Session will also draw conclusions with a discussion of fundamental issues discussed in this course.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
1. Each group can arrange a group meeting with course tutor to present ideas for the curriculum design project and receive oral feedback.
2. Students are expected to submit an essay plan by the end of the course. Generic feedback will be provided.
Component 1: Group work (50%)
Students will be expected to design a cross-curricular learning programme, and write a funding proposal to explain its rationale, benefits and feasibility.
For the assessment, students need to submit a funding proposal pack that includes
- A promotion video (max. 5-minute promotion video that explains its design and how it would benefit the target group)
- A written proposal (max. 1000 words) that justifies the rationale for design and feasibility of the design
- And any other relevant materials (e.g. poster).
45% of marks will be awarded to the group by the tutor and 5% of marks will be awarded by peers for participation.
Component 2: Individual course work (50%) - 2000 words assignment
Students can choose to write a blog to critically reflect on the design process and how theories in relation to Curriculum Studies informed the design or write an essay on a given topic.
Cross component compensation is allowed.
|No Exam Information
On completion of this course, the student will be able to:
- demonstrate knowledge of the principal concepts and theories relating to the study of the curriculum
- demonstrate a critical understanding of possible philosophical and social stances and the implications for curriculum change
- apply knowledge and critically analyse curriculum development in local and global contexts
Apple M (1993) Official Knowledge: democratic education in a conservative age. New York: Routledge
Apple M (eds) (2010) Global Crises, Social Justices, and Education. New York: Routledge
Carr D (2003) Marking Sense of Education: An Introduction to the Philosophy and Theory of Education. London: Routledge
Giroux, H. (1992) Border Crossing: Cultural Workers and the Politics of
Education. London: Routledge.
Lawn M and Barton L (eds) (2012) Rethinking Curriculum Studies: A Radical Approach. London: Routledge
|Graduate Attributes and Skills
|Course organiser||Dr Jingyi Li
Tel: (0131 6)51 6205
|Course secretary||Miss Claire Chalmers
Tel: (0131 6)51 6573