1. Introductions
“your topic is to plan a 3 hour session on the significance of curriculum models and their influence on practise on the current Education and Training Environment”

2. Introductions Dan Campbell
We are going to spend the next couple of minutes discovering what our lesson will be about

3. Starter: Defining keywords
In groups, create list of words which you associate with the word “curriculum” (2min’s)
Use your list of words to create a definition (2min’s)
Share your definition with others in the room, how similar are they? (3min’s)
Timings: 7min’s (2min’s, 2min’s, 3min’s)
Ask student (in groups) to create a list of keywords which they associate with the two keywords. Using the keyword the groups will create there own definition for “curriculum” and “theory.” The next activity will be to compared their own definition with definitions provided by academics.
The purpose of this activity is to activate the students thinking around the topic of curriculum design and its requirements. The activity will allow learners with content knowledge to support the develop of other learners, leading to the recognition that other learners can support own learning.

4. How does your compare?
Curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. 
Timings: 4min’s (2min’s each definition)
Present each definition in turn, asking the students to compared the similarity of the definition intent or keywords with their own definition.
Ask students to indicate if they agree with the definition or how the definition could be improved.
The purpose of this activity is to establish and reinforced basic understanding of the curriculum concept. On the assumption that if the students can define the term curriculum they can engaged, in a meaningful way, with the learning tasks within the PPP.

5. How does your compare?
Curriculum consists of all the planned experiences that the school offers as part of its educational responsibility. Then there are those who contend that the curriculum includes not only the planned, but also the unplanned experiences as well.
Timings: 4min’s (2min’s each definition)
Present each definition in turn, asking the students to compared the similarity of the definition intent or keywords with their own definition.
Ask students to indicate if they agree with the definition or how the definition could be improved.
The purpose of this activity is to establish and reinforced basic understanding of the curriculum concept. On the assumption that if the students can define the term curriculum they can engaged, in a meaningful way, with the learning tasks within the PPP.

6. What do you think today’s lesson is about?
Using two post-it notes, write a possible objective on one and a possible success criteria or outcome on the other. (2min’s)
Put your post-it on the wall and look at what other people have written (2min’s)
The Big Question:
Are curriculum models still relevant in today’s education and training environment?
Timings: 6min’s (2min’s to write, 2min’s to post, 2min’s to discuss big question)
Using their experience so far each student will predict one objective and one outcome for the lesson. They will then post their post-it to the wall allow all students and lecturer to review the group perception of curriculum and their expectations of the lesson. Lecturer to use either PPP or objectives on the wall to highlight actual learning intentions.
Purpose of activity is promote group communication and peer review which will reinforce individual learning and understanding whilst levelling expectations. Do not get caught up with the difference between objectives, outcomes, success criteria as this is not important (unless the students have previously learnt how to write these).

7. What is an curriculum?
Short sentence indicating how educator use curriculums?
3min’s to discuss
1min to write your statement
Share sentence with group (2min’s)
Timings: 6min’s (3min’s to discuss and 1min to write, 2min’s to share)
Students, working in groups, discuss how curriculums are used which they will summarising into one very short statement before share with whole class.
Purpose of the activity is to assess students understanding of how curriculums are used within education provision whilst supporting students who are new to the educational domain. By sharing the with whole class the class, as a whole, can develop and consolidate their knowledge and understanding.

8. What are the components of a curriculum?
Curriculum 1 10 9 8 7 6 5 4 2 3
Timings: 8min’s (4min’s, 4min’s with sample curriculum)
Ask the students, in their groups, to fill the boxes. For students with little or no experience provide the sample curriculum at the start of the activity. Suggest using keywords from the starter activity. After 4min’s provide a sample curriculum, allowing the students to analysis it for key components.
Purpose of the activity is to help the student to visualise the requirements of a curriculum. It can also be used to assess the learners level of knowledge and their previous engagement with curriculum design.
8min’s

9. What are the components of a curriculum?
Curriculum
Aims and Objectives
Resources
Sequence, depth and topic
Content
Learning needs
Teaching and learning methods
Entry and exit level
Stakeholders: learners, teacher, governors, employers, parents
Evaluation tool
Assessment method
Timings: 6min’s (3min’s to copy, 3min’s to highlight key boxes)
Allow time for students to copy and compare within own work. Teacher to highlight a couple of boxes to give this activity authenticity and tell the students will need this knowledge for the group activity later.
Purpose of activity is to help students understanding that a curriculum document has many components.
See page 495, fig 24c

10. Mini Plenary Define the word curriculum?
How do educationalist use curriculums?
Name three components of a curriculum?
Question whole group

11. Different types of curriculums?
There are two different types of curriculums, use this image to suggest the focus, advantages and disadvantages of each type:
Product Models
Objective
Content
Process Model
Situational
Problem-centred
Expressive
Timing: 12min’s (2min’s to explain, 5min’s student discussion, 5min’s for writing)
Student will interpret the image to identify three factors for each model a) the focus on the model, b) the advantages and c) the disadvantages. It maybe required for the lecture to move between student groups to ensure understanding and check thinking process to ensure that the students are focused on the three factors. The following slides provide the answers to the activity.
Purpose of this activity is to encourage the students to analysis and evaluate the two different approach within their own real-world context. Using best judgement and personal interpretation of the a model.
12min’s

12. Curriculum Models

13. Product Models – Focus Focuses on role of teacher as "expert"
Concerned with guiding students towards achievement of an "end state" (which may be a body of knowledge or a level of competence)
Clear definition of learning outcomes (which may be expressed in terms of a Knowledge & Skills Framework)
The "end state" is often defined by external (assessment) agencies.
Emphasis on assessment (often summative - albeit incremental)
Taken from:
Timing: 5min’s (assuming students are copying)

14. Product Models – Advantages
Precise definition of learning outcomes which avoids vague general "statements of intent".
Assessment is precise.
Enables content to be selected and structured.
Clear definition of "levels" of learning / accomplishment.
Taken from:
Timing: 5min’s (assuming students are copying)

15. Product Models – Disadvantages
At lower levels, behavioural objectives can be trite.
At higher levels, behavioural objectives can be difficult to define.
Affective domain (being more about "attitude") not easily constrained within a list of specific behaviours.
Can be over-prescriptive.
Discourages creativity.
Can be restricted insofar as there is temptation to "teach to the exam".
Taken from:
Timing: 5min’s (assuming students are copying)

16. Process Models – Focus Focuses on role of teacher as "facilitator".
Concerned with guiding students to engage in the learning process and to develop their capacity for learning.
Emphasis on means rather than ends.
Encourages learner autonomy.
More individualised.
Assumption that learners make unique response to learning experiences.
Taken from:
Timing: 5min’s (assuming students are copying)

17. Process Models – Advantages
Emphasis on engagement and interaction (of teachers and learners).
Emphasis on "learning skills".
Encourages learners to appreciate intrinsic value of certain learning activities (not merely as means to an end").
Taken from:
Timing: 5min’s (assuming students are copying)

18. Process Models - Disadvantages
Lack of emphasis on appropriate content.
Not easy to apply approach in some (subject) areas.
Difficult to assess objectively.
Can become heavily dependent on tutor as a facilitative resource (with little recourse to "backup resources").
Students may be confused at not having strict guidelines.
Taken from:
Timing: 5min’s (assuming students are copying)

19. Classifications of Curricula
Classification of Curricula - Models
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive

20. Mini Plenary
What are the key differences between product and process models?
Name the two advantages of the product model?
Name the two disadvantages of the product model?
Name the two advantages of the process model?
Name the two disadvantages of the process model?
Whole class questioning

21. Curriculum Models

22. Product (but could be process or a mixed)
Justify which curriculum model
Justify which curriculum model (product or process) you would use for the following groups (curriculum context):
Work-based learning: curriculum is focused on employers needs
Vocational learning: curriculum addresses a number of stakeholders needs (skills, academia, employability)
Personal development: curriculum is design to address the personal needs of the learner
Widening participation: curriculum focuses on the needs of the group or community
E-learning: curriculum is design for online access and could be offered part of a blended learning experience or as a remote learning provision.
Product
Product with process
Process
Timing: 10min’s (2min’s each point)
Student to consider each of the five curriculum context to identify which curriculum model they will fall within. To support the students thinking lecturer can give hints about how the curriculum will be assessed, would they have objectives or who is in charge of the content.
Purpose of the activity is to support the students conceptualisation of the two models in relation to the different context which curriculums are designed for. Students my recognise that the context will require a mix of both models.
Process
Product (but could be process or a mixed)
10min’s

23. Classifications of Curricula
Classification of Curricula – Context
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive

24. Mini Plenary Identify two types of curriculum by their context?
Suggest how the context influences the curriculum model which could be used when design curriculums for different context
Whole class questioning

25. What are the advantages for each of the five structures?
Structure of a curriculum
What are the advantages for each of the five structures?
Spiral
Jigsaw
Satellite
Pyramid
Brick
Timing: 15min’s ()
Students to consider each of the structure models and list some advantages. The student may want to think about where the structure model may be used to help them conceptualised the model intent. Students groups to feedback to whole class.
Purpose of the activity is to reflect how different content and curriculum offer different opportunities within different situations. Recognising that facts like a spiral structure can support Long term retention and act as a revision strategy due to the number of times which each topic is covered. It could also be used to support grade prediction or baselining teachers performance.
Is an integrated curriculum where several different themes with a common goal link to make a final topic.
Is when the content is continually revised to increase the complexity of understanding
Is when each independent section comes together to achieve an overall goal.
Is when the subjects are not linked to each other. For example swimming and rock science
Is when subjects are built on each other and collectively create a final goal (product model).

26. Mini Plenary Name two structural models?
Why is the spiral model called ‘spiral’?
What are the strengths of the satellite structure?
Why might a primary school belief that they operate a jigsaw structured curriculum?
Whole class questioning

27. Classifications of Curricula
Classification of Curricula – Structure
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive

28. Curriculum Purpose
What is the risk of teach a ridge formal curriculum with any regard of the hidden curriculum?
The formal curriculum is the planned programme of objectives, content, learning experiences, resources and assessment offered by a school. It is sometimes called the ‘official curriculum’ or ‘observable curriculum’.
The hidden curriculum involves all the incidental lessons that students learn at school. It is sometimes called the ‘unofficial curriculum’ or ‘non-observable curriculum’. It includes lessons about behaviour, personal relationships, the use of power and authority, competition, sources of motivation and so on that students learn at school.
Timings: 10min’s
Students to critical evaluate each standpoint to identify how the hidden curriculum is as critical to the students development as the formal curriculum. Students to feedback to whole class.
Purpose of the activity is for students to recognised that both formal and hidden curriculums are critical to the holistic development of the learner. However, it is important for the learner to recognised that a hidden curriculum could be the key to successful student engagement as it will allow the student to develop emotional inteligance.

29. Mini Plenary
A school that over-emphasises elite academic performance at the expense of the personal, social and artistic aspects of student development is teaching some lessons about human worth that do not support an ethic of sustainability.
Consider emotional intelligence

30. Classifications of Curricula
Classification of Curricula – Purpose
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive

31. Mini Plenary What is the focus of the formal curriculum?
What is the focus of the hidden curriculum?
What are the advantages of the formal curriculum?
What are the advantages of the hidden curriculum?

32. What are the advantages and disadvantages for each of the following?
Routes
What are the advantages and disadvantages for each of the following?
Competence models are outcome models as the learner must achieve a set of performance standards (level 1-5). For example NVQ’s or job focus training
Vocational models are also outcome based but can be delivered in a learning environment and typically form the link between academic models and competence models. For example, vocational relevant qualifications (VRQ’s).
Academic models are theoretical based and focus on conceptualising the knowledge. For example GCSE’s.
Timings: 10min’s ()
Students to list the advantages and disadvantages for each of the curriculum routes. Students groups to feedback to whole class
Purpose of the activity is to help the students to conceptualise that each routes has it’s own value and that they are equally valuable when applied correctly.

33. Classifications of Curricula
Classification of Curricula – Routes
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive

34. Mini Plenary What are the three types of route curriculums?
What is the focus of the academic route?
What is the focus of the vocational route?
What is the focus of the competence route?
Can you link these to the hidden and formal models
Can you link these to the product and process models

35. Classifications of Curricula
Classification of Curricula – Routes
Classifications of Curricula
Structure
Purpose
Routes
Context
Models
Spiral
Pyramid
Jigsaw
Satellite
Brick
Hidden
Formal
Informal
Competence (Levels)
Vocational (Awards)
Academic (Awards)
Personalised
Widening Participation
Vocational learning
Work-based learning
E-learning
Product
Objectives
Content
Process
Situational
Problem-centred
Expressive
Highlight that student learning

36. Dependent on time and student assessment select one of the following activity.

37. Assessment Checklist
Using all the knowledge from this lecture create a checklist which could be used to assess a curriculum which your line manager as asked you to review ready for September.
Timings: ()
Students working in groups will create a tick list of all the key-terms used to highlight during the lecture. This tick list will be used to simply tick if the provided curriculum achieves each key-term.
Purpose of this activity is for the students to consolidate learning through application of knowledge. It is not about the creation of a robust assessment tool or a robust evaluation although the students can use the tick list to create a written overall of the provided curriculum. This is an later activity.

38. Group Activity
In groups design a curriculum for a 6hr assessed module for a topic of your choice
Your peers will be evaluating your curriculum
Students to create own curriculum which covers all the relevant components whilst considering different key-terms covered during todays lecturer. This curriculum will be peer marked in a later activity.
Purpose of the activity is to help student to conceptualise and thus make connections between the lesson content and the process of creating own curriculum. The students may want to make a tick list of key-terms which then will consider.

39. Curriculum Review SWOT analysis PEST(LE) analysis Strength, Weakness
Opportunities, Threats
PEST(LE) analysis
Political, Economic,
Social, Technology
Legal, Environment
Students consider the difference between different curriculum evaluation. Where the student tick list will allow them to indicate if the curriculum covers the key requirements it will not indicate or support the curriculum evaluation process.
Purpose of this activity is to help students to recognise the importance of reflective practice and continual curriculum design which promotes students engagement and attaintment.

40. Group Activity
Using either the checklist or the methods indicated on the previous slide evaluated the provided curriculum.
You will need to provide feedback to the class.
Students to evaluate the provided curriculum (provide sample or student created) either using a method such as the SWOT analysis or their own checklist. The findings of the evaluation will be shared with the whole class.
Propose of the activity is to allow students to engage with a curriculum and start to make judgements about it usefulness. It may be helpful for the students to create written feedback.

41. The Big Question
Are curriculum models still relevant in today’s education and training environment?
Can you answer this?
How would you justify your answer?
Revised the objective and success criteria on the wall. Remove all the ones which were achieved
Students to answer this question using the learnt materials and associated knowledge to justify their answer. The student groups will feedback their answer to the whole class.
Before concluding revise the post-it notes on the wall and remove all the post-it notes which were achieved. Lecturer could read the post-it note and the class to vote if it is achieved or not. Alternatively, the lecturer could ask the students to remove their own post-it notes if they feel it was achieved during the lecture.
Purpose of the activity is to answer the overarching big question and to allow the teacher to assess the students understanding of the concept of ‘curriculum.’