Cert Ed Module 4 
Curriculum
Influences
Curriculum
Curriculum
Ideologies and
Models
Philosophies
The inclusive curriculum Bloom
(Differentiation)
Recommendations
Curriculum
Equality Act 2010
development
Evaluation
and delivery
Title
Abstract/overview
Name
Bruner (1960) theorised that any knowledge or skill can be taught to a learner at any level, providing the teaching is structured and delivered appropriately.
The complexity of understanding develops r
Create
Evaluate
Analyse
Apply
Understand
Remember
Inclusion
Equality Act 2010
Curriculum Ideologies and Philosophies
Ideology: Social Efficiency
Franklin Bobbitt introduced Social Efficiency, an ideology with the fundamental principle of educating learners with the skills required to function in and contribute to society.
Advocates believe that educators must firstly identify the needs of society before deciding on a suitable learning
Philosophy: Essentialism
intervention to meet those needs (Shiro, 2013)
Cohen, 1999, cites William Bagley’s Essentialism as a philosophy closely liked to Social Efficiency: one that embraces knowledge, progression, respect and the need for hierarchical structure.
Philisophy: Humanism
Pepin, 1998, suggests that the prevalent philosophy in
English Education is Humanism, with an emphasis on morality as well as individuality of learners.
Curriculum Models
The Official Curriculum
Wolf (2011) made a number of recommendations for changing the educational system in the UK in order to equip young people more effectively for progression into the workplace. These were brought into effect by the
Government in September 2014.
Further Education colleges now must offer a ‘Programme of Study to all students aged 16-19. These
Programmes should consist of: a ‘substantial’ academic or vocational qualification, work experience and further work towards attainment of English and/or Maths where they have not yet attained a GCSE at grade A*-C in that subject (Department for Education 2013)
The Travel
Influences
Curriculum
Curriculum
Ideologies and
Models
Philosophies
The inclusive curriculum Bloom
(Differentiation)
Recommendations
Curriculum
Equality Act 2010
development
Evaluation
and delivery
Title
Abstract/overview
Name
Bruner (1960) theorised that any knowledge or skill can be taught to a learner at any level, providing the teaching is structured and delivered appropriately.
The complexity of understanding develops r
Create
Evaluate
Analyse
Apply
Understand
Remember
Inclusion
Equality Act 2010
Curriculum Ideologies and Philosophies
Ideology: Social Efficiency
Franklin Bobbitt introduced Social Efficiency, an ideology with the fundamental principle of educating learners with the skills required to function in and contribute to society.
Advocates believe that educators must firstly identify the needs of society before deciding on a suitable learning
Philosophy: Essentialism
intervention to meet those needs (Shiro, 2013)
Cohen, 1999, cites William Bagley’s Essentialism as a philosophy closely liked to Social Efficiency: one that embraces knowledge, progression, respect and the need for hierarchical structure.
Philisophy: Humanism
Pepin, 1998, suggests that the prevalent philosophy in
English Education is Humanism, with an emphasis on morality as well as individuality of learners.
Curriculum Models
The Official Curriculum
Wolf (2011) made a number of recommendations for changing the educational system in the UK in order to equip young people more effectively for progression into the workplace. These were brought into effect by the
Government in September 2014.
Further Education colleges now must offer a ‘Programme of Study to all students aged 16-19. These
Programmes should consist of: a ‘substantial’ academic or vocational qualification, work experience and further work towards attainment of English and/or Maths where they have not yet attained a GCSE at grade A*-C in that subject (Department for Education 2013)
The Travel
References: Kelly, A. (2009). The curriculum. Thousand Oaks, CA: SAGE Publications. Atherton J S (2013) Learning and Teaching; Bloom 's taxonomy [On-line: UK] retrieved 7 December 2014 from http://www.learningandteaching.info/learning/bloomtax.htm http://www.ucd.ie/teaching/resources/programmedesigndevelopment/programmeeducationalphilosophymodels/ (accessed 30 November 2014) Bibliography Department of Education (2013) STUDY PROGRAMMES FOR 16-19-YEAR OLDS: Implications for Further Education Colleges https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/278305/study_ programmes_briefing_for_colleges.pdf (Accessed: 2 November 2014). Wolf (2011) Review of Vocational Education – The Wolf Report. Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180504/DFE00031-2011.pdf (Accessed: 16 November 2014) http://gearup.ous.edu/sites/default/files/Research-Briefs/ResearchBriefSpiralCurriculum.pdf (Accessed 28th Novermber 2014)