Curriculum Design in Adult Education

Practice: review, plan and monitor, eg respect for the value base of care, professional interactions with

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.

There are a number of statutory frameworks, codes of practice and guidelines in which helps to support schools in their duty to implement the above legislation. Some of the statutory frameworks, codes of practice and guidelines are stated below:

2) Design training: the assessor must plan and design an assessment programme which meets the needs of the learner and the requirements of the course.

Complying with these standards helps to maintain user confidence in providing quality training and delivery of the various qualifications.

Provide opportunities for all learners which maximise individual development, provide inclusion and set high expectations for achievement and learning.

National Occupational Standards apply when creating the syllabus for courses, relevant training, performance management, policy development, etc.

Within my role as a trainee practitioner, I have to abide by the following codes of practice and legislation:

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

Each role has its own set of standards set by the government which staff are expected to meet. The models of performance used include local and national guidelines for codes of practice by the department of education and Ofsted. Most settings meet the standards through a number of policies and procedures however it is important for staff to look through the standards relevant to their role to ensure they are working effectively. They must have an understanding of these policies and how they link to their own role. The National Occupational Standards (NOS) were developed to help improve the capacity and capability of the school workforce. These standards aim to reflect the working practice of staff and the wider range of support staff in the classroom. The NOS for teaching assistances cover things like:

Introduction Core standards 1 2 3 4 5 6 7 8 Governance and accountability Systems and processes to promote communication Partnership working and relationships Using person-centred practice to achieve positive outcomes Team leadership and management Managing resources Equality, diversity and inclusion Safeguarding and protection 5 8 9 10 12 14 16 17 1

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

Ability to reflect on own practice and development needs and maintain a plan for personal development

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

In the article Aims, Goals and Objectives, Nel Noddings states that “Aims are used not only to derive goals and objectives but also to evaluate them.” (Noddings, Aims, Goals and Objectives, 2007). She also believes that educational aims should be directed towards making the lives of everyone full and satisfying as opposed to changing all people into members of the educational elite (Noddings, Aims, Goals and Objectives, 2007). Reflecting on these points has brought up a facet of the aims argument that I had not previously considered and has helped me identify areas for improvement in my teaching career. In the paragraphs that follow, I will first provide a summary of the article that details the author’s main ideas and key points and then I