DTLLS - Assignment Front Sheet

Learner name Assessor name

Date issued Completion date Submitted on

Qualification Unit number and title

Edexcel Level 5 Diploma in Teaching in the

7 Curriculum Development for Inclusive Practice
Lifelong Learning Sector (QCF)

Assignment title Developing an inclusive curriculum

In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate the page numbers where the evidence can be found.

Criteria To achieve the criteria the evidence must show that

Task no. Evidence page no
reference the student is able to:

Analyse ways in which the curriculum offer can differ according

1.1 to the context in which it is provided

Analyse ways in which the delivery of the curriculum can

1.2 vary according to the context in which it is provided
Analyse the influence of theories, principles and models
2.1 of curriculum design on inclusive learning and teaching
Evaluate how the curriculum in own specialist area meets the
2.2 needs of learners

Design and implement learning programmes in accordance

3.1 with the theories, principles and models of curriculum design

Design learning programmes in own specialist area which

3.2 promote equality of opportunity and value diversity

Identify the impact of the pedagogic use of technology on Met by Unit 9,

3.3 curriculum design in own specialist area 3.1 & 3.2

3.4 Develop and justify proposals to improve the curriculum offer

Review the effectiveness of application of theories, principles
4.1 and models of curriculum design to own practice
Identify and reflect on strengths and areas for improvement in
4.2 application of theories, principles and models of curriculum
design to own practice
Engage in professional development opportunities to improve
4.3 application of theories, principles and models of curriculum
design to own practice

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:

1
Assessor's comments
Edexcel Level 5 Diploma in Teaching in the
Qualification Assessor name
Lifelong Learning Sector (QCF)
7 Curriculum Development for Inclusive
Unit number and title Learner name
Practice
Grading criteria Achieved?

1.1

1.2

2.1

2.2

3.1

3.2

3.3

3.4

4.1

4.2

4.3

Learner feedback

Assessor feedback

Action plan

Assessor signature Date

Learner signature Date

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Name: ..

Centre: CCP Graduate School

Group: ..

Introduction
The aim of this unit is to enable you to understand and apply the contexts for
education and training in the lifelong learning sector and the impact of theories,
principles and models of curriculum design on curriculum development and
practice. The unit enables you to evaluate your own practice in inclusive
curriculum design and development.

You can work though this book in class but the final version you hand in
must be word processed in a document.

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Contents

This workbook is design to improve your understanding what is curriculum design,

develop and implement. You are required to read through each section and
complete each task accordingly. You will need to do some additional research of
your own.

Section 1- Introduction to the unit

How to use this workbook

Learning Outcomes
Skills scan

Section 2 - Definition of curriculum

The differing contexts in which teaching and learning take place

The needs and demands of specialist contexts
Different methods of delivering the curriculum

Section 3 - The principles underpinning the curriculum

Designing the curriculum

Models of curriculum design
The impact of curriculum design on teaching and learning

Section 4 - Promoting Equality and diversity in curriculum design

Section 5 - Applying curriculum models to practice

The impact of policy on curriculum design

Section 6 - Evaluating own curriculum

Evaluating own performance in relation to curriculum design

Improving own practice in curriculum design
Developing own curriculum

Section 7 - Indicative reading list

Section 8 - Assignment briefing

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Section 1

Introduction

This unit encourages you to explore the relationship between curriculum design and the
development of learners skills and knowledge in the subject. How is the curriculum translated
into a programme of learning?

You will be expected to consider a range of curriculum models and analyse and evaluate their
appropriateness in different teaching and learning contexts. You will be invited to consider the
significance of issues relating to learners and the importance of promoting equality of
opportunity in curriculum development.

You will be encouraged to understand the importance of curriculum design in a climate of

changing priorities and drivers.

Please undertake the activities in the unit book too; they will add to your understanding as
well as your teaching repertoire.

How to use this workbook

Each section is designed as a learning session and should take approximately three hours to
complete. Read through the workbook and undertake the exercises that are indicated. This is
a level 5 unit and it requires you to develop your skills of analysis. As you are studying this
topic ask yourself questions like why is that? and what would happen if? so t hat you
develop your critical thinking skills. Take care in your assessment work that analyse rather
than describe.

Take this opportunity to write a definition of analyse below to help you when you are
studying

You should take the opportunity to read more widely - there are links to some useful websites.
Remember to use the websites in the same way as a paper based textbook (dip in and out,
skim read and take relevant notes). General information and associated activities are
signposted within the workbook.
The assessment brief is at the end of this workbook. Please ensure that you comply with the
requirements in sections 8 and 9.

Learning Outcomes

By the end of this unit you will be able to

1. Understand contexts in which education and training are provided in the lifelong learning
sector
2. Understand the impact of theories, principles and models of curriculum design on
teaching and learning
3. Be able to apply theories, principles and models for curriculum design to curriculum
development and practice
4. Be able to evaluate and improve own practice in inclusive curriculum design and
development

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Skills Scan
Please rate yourself in terms of confidence in your ability to meet the statements below:

No. Statement Very Not very Not at all If you feel

confident confident confident confidence, what
evidence do you
have?
1 I can explain why the curriculum
offered might be different in
different educational contexts
(part time/ full time/ work based
learning)
2 I can explain why the curriculum
delivery might be different in
different educational purpose or
context (part time/ full time/ work
based learning/ exam or CPD or
portfolio based)
3. I know a number of different
curriculum designs or models
4. I can explain how different
curriculum designs or models can
affect or influence learners and
their achievements
5 I can analyse and explain in what
ways the curriculum model I use
with my own learners fulfils their
needs
6. I can explain how different
models of curriculum design meet
the needs of diversity and
equality of opportunity
7. I can explain the impact on
learners of different social
backgrounds on the teaching and
learning environment
8. I can explain the impact on
learners of different cultural
backgrounds on the teaching and
learning environment
9. I can explain the impact on
learners of different economic
backgrounds on the teaching and
learning environment

No. Statement Very Not very Not at all What evidence do I

confident confident confident have?
10. I know how to challenge
discriminatory behaviour in the
learning environment
11. I am able to apply theories and
principles of inclusion to the
implementation of programmes of
study
12. I am able to identify and justify
improvements to the curriculum
offer
13. I am able to evaluate the

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effectiveness of improvements to
the curriculum offer

14. I can explain how theories and

principles of curriculum design
can improve my own practice as a
curriculum specialist.
15. I regularly monitor and take up
opportunities to develop my skills
in curriculum design

Identify actions resulting from this skills scan:

Trainer Feedback:

Signatures:

Learner: .. Date: .

Tutor: .. Date: .

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Section 2 - LO1
Definition of curriculum

Initially this appears to be straightforward. Most teachers define the word curriculum as a
course of study usually based around a syllabus. The scheme of work, lesson plans and
assessments are drawn from this syllabus. Curriculum can be a much more complex, as we
shall see through this workbook.

The differing contexts in which teaching and learning take place

As discussed in a previous workbook teaching takes place in a variety of spaces: the
traditional classroom in a University or Higher Education Institution (HEI), a Further Education
college, a Sixth Form college, at home, in prisons or detention centres, in community
education centres, in a community hall or in the workplace itself. The definition of study, and
what constitutes a course of study has changed partly to recognise the validity of these
contexts.

How does the curriculum offered differ in each of these contexts? Fill in the table on the next
page:

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LO 1.1

Teaching context type of qualification offered mode of study Typical delivery methods

School classroom

University full-time course

General Further Education

College

Sixth Form College

Own home

Prison

Community or Adult
Education Centre

Social interest club in a

Community Hall e.g.
gardening club or Womens
Institute (WI)
Workplace

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Some learners and their teachers may expect to be taught using a particular method. This
can be made more difficult when their expectation is opposite to research evidence. A
traditional teacher-centred lecture style delivery, often associated with summative assessment
(an external examination for example) may meet learners preconceptions, and may also be
the preferred style of the teacher, however the effectiveness of the method must be measured
against short term outcomes and longer term impact - has the learning made a difference?

An alternative delivery approach is often associated with a learner-centred curriculum based

around the learners acquisition of skills and formative assessment for individual
improvement. This approach may, in the long term be more motivating to learners -
particularly learners who have had poor learning experiences in the past and therefore there
is greater likelihood of learner commitment.

This approach also complements employer and employee requirements for work-based
learning. It can be adapted easily to suit an apprentice and master model but it needs a
curriculum that supports professional or vocational, work-based practice. The teacher needs
to be able to relate the requirements of the work place to the curriculum and integrate
developments that might be adopted immediately by the workplace but take longer for
curriculum and syllabus developers to implement.
LO 1.1

Think about the profile of the lifelong learning sector (what its is, what is does, its main aims
etc, how it is different from other educational sectors such as schools and HE)).

Summarise the key features of the Lifelong Learning sector below:

You should focus you discussion on the organisation you have completed your teaching
practice in but you must also discuss the Lifelong Learning sector in a wider context.

LO 1.2

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The needs and demands of specialist contexts

More recently the needs of the learners have assumed increasing significance. Developments
in curriculum design support initiatives in making course of study more accessible both from
the perspective of physical and cognitive opportunity.

Some of the learner anxiety is taken out of the learning experience by using the community, a
village hall or community centre places that people are familiar with and may use for
reasons other than learning - rather than having to attend at a school or college which for
some people might be too scary or not fit in with a lifestyle of full time employment or caring
for dependents.

Curriculum developers review course design and resources to create teaching and learning
opportunities that support cognitive development. Learning becomes easier to understand
because teachers and authors are speaking and writing using straightforward vocabulary and
explaining or defining unfamiliar words. Unnecessary assessment is identified and removed.
Naturally occurring evidence has been given more importance and credibility.
Development" describes the process of curriculum-making.
"Design" describes the product of curriculum development; the programme of study

Much of this curriculum development work relies upon teachers knowing their learners and
being able to identify and support them on their learning journey. Teachers become more
effective if they enter into a supportive partnership with their learners. Teachers need to
develop their skills, particularly flexibility and adaptability so that they are confident to meet
the challenges of going out into the community and engaging and motivating those hard to
reach groups.
Using Vygotskys theory of the zone of proximal development
http://www.learningandteaching.info/learning/constructivism.htm
You can realise the importance of the teacher or more experienced other person in helping
move the learner from what they already know or can do towards new learning.

Think about the informal methods you use to develop a supportive relationship with your
learners.
Summarise this in a reflective paragraph below

Different methods of delivering the curriculum (LO1.2)

There are a number of ways in which the curriculum or programme of learning is delivered.
Each teaching method may have advantages and disadvantages to particular learner groups
or particular subjects.
Complete the table on the following page in as much detail as you can.
Type of course Most effective Why? Least effective Why? Most effective Why?
or study teaching teaching type of
methods methods assessment
Academic

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Vocational

General
interest

Work-based
upskilling

Mandatory
CPD

Research

Distance
Learning

Work-based
learning

LO 1.2

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This completes your work for LO1. Now review your learning and complete the following
reflective evaluation:
LO 4

Reflective Evaluation

Reflections on Learning

What have I learned from this section?

Reflections on Teaching

After completing this section, how do I feel about being a teacher/ trainer?

Independent Study
What did I read/watch/discuss with colleagues and friends

Actions
(What will I do as a result of my reflections?)

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Section 3 - LO2
The principles underpinning the curriculum
Before considering the principles of curriculum design it is important to consider some of the
issues that influence design. The Leitch Review of Skills: Prosperity for all in the global
economy - world class skills (2007) was one of the key influences on education and training
in the post-compulsory sector. http://www.delni.gov.uk/leitch_finalreport051206%5B1%5D-
2.pdf

There are a four overarching principles of curriculum design that will be discussed here. The
following website is very good indeed at explaining both the principles and a number of
different models too. The following web page links to some of the key principles. Please read
through this document as a whole first and then undertake the task
http://www.infed.org/biblio/b-curric.htm

LO 2.1
Read through the web pages in this link and make explanatory notes and summarise the
key features of each of the following terms.
Dont forget to add the name of the theorist that is most closely associated with the principle

Curriculum as product

Curriculum as process

Curriculum as praxis

Curriculum as social situated

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Evaluate the benefits and drawbacks of each of the principles that you have discussed

LO 2.1

LO 2.1, 2.2, 3.4

.Analyse the curriculum structure of the course(s) that you teach. Discuss the extent to
which it corresponds to the curriculum principles you have discussed above.

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Designing the curriculum - LO3.1

The design of the curriculum comes about as a result of curriculum development. Once you
have decided
what your learners need to learn,
why they need to learn it.
Who your learners are and
how they are going to learn the knowledge and skills in their studies.

You then need to consider how you are going to design their curriculum.

There are six principles that you need to consider when designing the curriculum

Identify the key concepts that your learners will need to know and have a good
understanding about before they can move on to more complex learning. You will need to
create learning opportunities for these concepts and assessment activities so that you
can check when these concepts have been understood.

Use simple illustrations and language to introduce and teach these basic concepts

Limit the amount of new learning about different concepts and ideas especially early on
in the learning programme. Provide lots of opportunities for practice and group discussion
to help secure these concepts.

Once you are confident that the learners have grasp the basic concepts develop more
complex and sophisticated understanding through higher order skills. Blooms research
into developing higher order skills is very important here.

Develop learning activities so that the learners have the opportunity to recall and apply
different concepts in different contexts; or link different concepts together.

Think about the language that you use to explain tasks and activities to your learners; if
the learner is not confident that they know what compare, evaluate or analyse means
then they may be unable to accurately or confidently comply with your activity.

*From Toward Successful Inclusion of Students with Disabilities: The Architecture of

Instruction by Edward J. Kameenui, and Deborah Simmons(1999).

Complete a design for a curriculum in you own specialist area on the next page:

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Curriculum Design Form LO 3.1

Specialist area
Course details
Choice of units/modules
Awarding body
Age group
Mode of study
Design/planned Review after implementation
(how could I improve it
LO4)
Entry requirements

Initial Assessment

Accommodation/resources

Methods of teaching

Methods of assessment

Exam/assessment
procedures

Additional support provision

Progression

Equal opps/diversity issues

Teaching materials

Time table

Other issues (e.g. work

placements)

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Models of curriculum design

There are many different specific models that support different curriculum design principles in
different contexts of teaching and learning. Those that you are likely to be familiar with
already, and are most likely to meet are:

Kolbs experiential learning cycle.

http://www.infed.org/biblio/b-explrn.htm
http://www.learningandteaching.info/learning/experience.htm

Races Ripple Effect,

http://www2.le.ac.uk/offices/ssds/sd/pgrd/resources/teaching/theories/race

Tylers model of curriculum design

http://edu7220group4.wikispaces.com/Tyler+Curriculum+Model
http://www.en.wikipedia.org/wiki/Ralph_W._Tyler

The web addresses above are suggestions you may have a range of other options available
to you.
LO 3.1
Write a brief summary of each of the models you have investigated above. Take care to
reference your work too.
Kolbs experiential learning cycle.

Races Ripple Effect

Tylers model of curriculum design

Other models that you may feel have validity for your courses or your learner groups may us
a different focal point; for example the entitlement or hidden curriculum, the integrated
curriculum and Curriculum 2000. You may also be involved in producing a blended or
distance learning course or a modular or holistic curriculum there are many more.

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Other curriculum models commonly found in the Lifelong Learning sector include:

Linear: http://www.slideshare.net/jonnamayberci/linear-model-of-curriculum

Modular: http://anandkab.blogspot.co.uk/2011/04/modular-method-of-teaching.html
http://www.learningpaths.org/papers/modules.htm

Spiral: http://gearup.ous.edu/sites/default/files/Research-
Briefs/ResearchBriefSpiralCurriculum.pdf

LO 3.1
Write a brief summary of each of the models you have investigated above. Take care to
reference your work too.
Linear

Modular

Spiral

Blended and distance learning curriculum models have many advantages in terms of
convenience and cost effectiveness however they are time consuming to develop and need to
have structure and motivators too. Not all learners are successful in distance learning.
Intrinsic self-motivation must be high; but also well developed study and personal
organisational skills. Learners who lack these skills, or who need the frequent or face to face
feedback from their tutor can still fail even when their motivation and commitment is high.

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Blooms Learning Domains and Taxonomies also feature as part of curriculum development.
http://www.infed.org/biblio/b-curric.htm

http://www.infed.org/biblio/communities_of_practice.htm
LO 3.1
Define the three Learning Domains

Use the three Learning domains to develop lesson objectives

Summarise the key principles of Blooms Taxonomies

Explain how Blooms Taxonomy can be used to create better questions

LO 3.1
Reflect upon the extent to which your own course matches the curriculum models above.
Apply one of the curriculum models to your own course and write a summary below with
examples

The impact of curriculum design on teaching and learning

Curriculum design impacts upon learners motivation, attainment, retention and achievement.
Unfortunately the principles underpinning curriculum design and development may not be
either widely understood or considered important by teachers with conflicting priorities.

The curriculum model needs to have sufficient structure to allow the learners to establish
a routine but sufficient novelty to engage their continuing interest and motivation.
o Learners attend sessions prepared and ready to work. The success of your
curriculum design will be indicated by evidence of independent learning
especially self motivated enquiry and research.
The curriculum model needs sufficient repetition to enable learning to pass into the Long
Term Memory but be sufficiently varied to prevent tedious, rote learning.

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o As the concepts and skills become established the learners achieve increased
momentum new learning is assimilated more quickly and links made between
concepts.
The curriculum model needs to fulfil the requirements of the syllabus and the awarding
body but also meet the needs of the learners progression aspirations; whether further or
higher education, or employment.
o Learners may change and increase their aspirations for the future including
career goals
The curriculum model needs to provide feedback to the learners to enable them to
improve and develop to their potential even if they are being prepared for a final
terminal exam
o Learners and teachers can recognise an increased skills and knowledge base
which improves their confidence and self efficacy
The curriculum model needs to develop functional skills, recognising that these are life
skills required by everyone to meet the challenges of living in the 21st century
o Learners have the fundamental tools required to function; including being
accepted into the community of practice associated with their particular
progression route.
The curriculum model needs to recognise the hidden or entitlement curriculum those
parts of the learning environment concerned with problem solving, team work,
responsibility and reliability and being flexible and adaptable.
o Learners become aware of the variety of potential options surrounding particular
issues or situations and are solutions focused a can do attitude that
encourages innovation and sustains personal interest.

When choosing a curriculum model these factors need to be considered with specific
reference to your learners and your study programme.

Look at the different contexts of learning that were discussed earlier in this workbook (on
Page 6-7) and match them with the curriculum models that you have previously researched.
Note your answers in the table below:

Context Curriculum model

LO 1.1 & 1.2

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Section 4
Promoting equality and diversity in curriculum design LO3.2

Designing your own curriculum offers opportunities for promoting equality and celebrating
diversity. It is useful to raise your own awareness of the country of origin or cultural origins of
raw materials, products or designers associated with a particular curriculum area. This can
then be incorporated into your teaching sessions and the tasks you set your learners,
enhancing their learning experience. This has a particular benefit when learners can identify
with the geographical area or significant personnel.

It is important for teachers to be aware of the potential for accidental discriminatory practice
and counteract it in their own practice.
Using gendered language when a gender-neutral alternative is available.
Using vocabulary for disability that has become out of date, often because it has been
used in a derogatory context.
Failing to challenge discrimination especially language and behaviour in the learner
groups; passing it off as banter between course colleagues. This is still discriminatory
practice and can very quickly escalate. By ignoring it the teacher is giving learners tacit
permission to continue.
Applying differing standards and expectations of learners based on social, economic or
cultural background.
Using the phrase people first when considering language is useful for example using the
phrase: person with a hearing impairment helps you to focus on the person and then their
personal challenge rather than just the disability.

As a result of understanding your own learner groups; their previous experiences and their
particular strengths and challenges you can personalise the learning and create a course that
is closely suited to this group and maximise the opportunities to engage them more closely in
the learning process.

LO 3.2

Give two examples of strategies you use to promote equality and diversity in your own
courses and teaching.
Example 1

Example 1

LO3.3 should be covered in the work you did for Unit 9. LO3.1, 3.2. (Use of technology in
learning and teaching)

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Section 5
Applying curriculum models to practice LO 3.4
LO 3.4
Think about your own course. What curriculum model(s) match your own programme most
closely. (met by LO2.1 & 2.2 in Section 3, LO2)

LO 3.4
Evaluate the extent to which the curriculum model you use in your course at the moment
meets the needs of your learner groups. (Also see Section 3, LO2)

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The impact of policy on curriculum design

The lifelong learning sector has undergone a number of policy changes over recent years. We
will have the opportunity to consider this in more detail in the following unit. The impact of
policy has significant effects upon curriculum structure in the workplace. The impact may also
have an effect upon the learners and their learning preferences.

LO 3.4 Consider the impact of recent policy changes on your own area of work:
Policy Curriculum design Impact on learners

1.

2.

3.

LO 3.4
Having considered all of the above, how would you change the way that your course is
structured to make it even more appropriate for your own curriculum area and learner
groups?
Curriculum for different contexts LO 1.1 & 1.2

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Section 6
Evaluating own curriculum LO4
Evaluating your own performance in relation to curriculum design
Lesson Evaluation LO 4.1

Date: ____________ Location: __________ Course group _____________

level________________

N of students on register: _____ N of students present: _______

A Prior to the Teaching Sessions

N.B answer the statements on the left after delivering your session

Points for Consideration Comments

Preparation
Identify and justify the curriculum model you
used for this session
Learning Outcomes
With reference to equality and diversity:
Where in your plan did you provide evidence
that you supported equality and respected
diversity

B During the Teaching Session

Points for Consideration Comments

Meeting learners needs
What strategies did you put in place to
make sure your lesson met all your
learners needs and expectations?
Content
In what ways did you demonstrate the
ability to meet the particular context of
your teaching?
Feedback
Give examples of learners feedback
that indicates their awareness of the
subject in a broader context

C At the End of the Teaching Session

Evaluation Areas that could be Improved for next

time

Analyse and justify the extent to which the

curriculum design suited the topic and
vocational area

Identify personal improvement opportunities in

curriculum development and design for
inclusiveness

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Signature Date

At this stage in your course you should be able to critically reflect upon the design of the
course you are teaching and identify ways in which both your course and your performance
could be developed for improvement. You should also be aware of the policy issues that
impact upon the delivery of your course.

Self assessment grid LO 4.2

Review your strengths and weaknesses in each of the areas covered in this unit and identify
how you will develop and improve your weak areas

Specific Assessment Criteria Strengths Weaknesses

1. Understand the range of contexts in which education and training are offered in the lifelong learning
sector

1.1 Analyse ways in which the curriculum

offer might differ according to the educational/
training context.
1.2 Analyse ways in which the delivery of the
curriculum can vary according to the context
in which it is provided
2.Understand theories, principles and models of curriculum design and implementation and their impact
on teaching and learning

2.1 Analyse the influence of theories,

principles and models of curriculum design on
inclusive learning and teaching
2.2 Evaluate how the curriculum in own
specialist area meets the needs of learners
3. Be able to apply theories, principles and models of curriculum development and practice

3.1 Design and implement learning

programmes in accordance with the theories,
principles and models of curriculum design
3.2 Design learning programmes in own
specialist area which promote equality of
opportunity and value diversity
3.3 Identify the impact of the pedagogic use
of technology on curriculum design in own
specialist area
3.4 Develop and justify proposals to improve
the curriculum offer
4. Understand and demonstrate how to apply theories, principles and models to curriculum development
and practice

4.1 Review the effectiveness of application of

theories, principles
and models of curriculum design to own
practice
4.2 Identify and reflect on strengths and areas
for improvement in application of theories,
principles and models of curriculum design to
own practice
4.3 Engage in professional development
opportunities to improve application of
theories, principles and models of curriculum
design to own practice

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Improving own practice in curriculum design

LO 4.1, 4.2 & 4.3
Summarise how you would develop your own practice in curriculum design. Draw upon
your research though this workbook (Please remember to add to your PDP1 LO 4.3)

Developing own curriculum

LO 3.4
Critically reflect upon the ways in which your curriculum could be developed to improve the
total learner experience. (See also Section 5, LO 3,4)

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Section 7
Indicative reading list

Own Awarding Body documents in Internal Verification and Code of Practice for ensuring
standards

Armitage, A. (2003) Teaching and Training in the Post Compulsory Sector Open University
Press

Ashcroft K. and James D. (1998) The Creative Professional: Learning to teach 14-19 year
olds

Daines, Daines and Graham (1992) Adult Learning, Adult Teaching University of Nottingham

Dearing Reports

Reece, I. and Walker, S., (2004) A Practical Guide to Teaching and Learning Business
Education Publishers

Rogers, J. (2001) Adults Learning

Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector Learning Matters Ltd

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Section 8
Assessment Briefing
Observation of Practice

You must organise and undertake an observed practice that demonstrates you ability to plan
and deliver a session for a particular group of learners from a scheme of work of your own
devising

Teaching File
Your teaching file with lesson evaluations must be available during the observation
Provide the following documentation to support your practical teaching :
Course syllabus and Awarding Body guidelines
Tutor Support materials
Your own organisations documentation regarding equal opportunities and inclusion.

Written response
Research into a range of theories and principles of curriculum design (suggest three).
Use this information to analyse and justify how appropriate your own particular curriculum
design is for a specific, identified learner group.
Pay particular attention to:
How equality and diversity is built in to the curriculum
The impact of social cultural and economic differences on teaching and learning and
achievement in your own specialist area
Ways to challenge discriminatory practice through the approach to curriculum design
Make sure you show the links between your own practice and the theories and models
you have researched.
Take at least 2 different contexts and analyse the way the curriculum differs. Justify and
evaluate the different contexts and show how this meets the needs of the learners.
Compare these contexts with the way your own subject is delivered. Detail how inclusive
practice is incorporated and evaluate how successful it is.

Evaluate your own effectiveness in curriculum design and justify the way your own
practice meets your learners needs.
Identify your own strengths and needs in curriculum development and design
Suggest ways you could improve your own knowledge and performance
Support your ideas with reference to theories and underpinning principles paying
particular attention to inclusive practice

How to submit your assessments

Make sure that you have completed all the required components for your assessment before
you submit them

1. Author Declaration Form signed and dated

2. Lesson observation
a. Submit the Lesson Observation Report Form
3. Teaching file with the required lesson/ session plans
4. The unit lesson/ session evaluation forms (minimum of three)
5. Written response (essay/ assignment/ reports/ work products)
6. Completed Self Evaluation Form
7. Completed unit workbook

You will receive feedback on your assessment and have one opportunity to resubmit work that
does not fulfil the requirements of the Professional Standards.

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