1. The nature of Curriculum

2. Objectives Explain what shapes the curriculum Explain the development of the vocational curriculum Analyse of curriculum offer in terms of key definitions

3. What is it? ‘All the learning which is planned and guided by the school, whether carried on in groups or individually’ (Kelly 1983) A school’s curriculum consists of everything that promotes learners’ intellectual, personal, social and physical development. As well as lessons and extracurricular activities, it includes approaches to teaching, learning and assessment, the quality of relationships within school, and the values embodied in the way the school operates. What is a curriculum? (QCA ) Write your own definition of curriculum

4. The Functionalists Society is a meritocracy Education serves to promote that idea, and place individuals in the system Education helps cement the ideals and values of society Schools are neutral in the system

5. What are the following subjects for? Citizenship RE Business Studies PE English lit History A Functionalist approach

6. Perspectives on Education Marxist The education system prepares workers to accept the capitalist world

7. The hidden curriculum Subservient workforce Acceptance of hierarchy Motivation through external rewards – Bowles & Gintis (1976) Aside from the subject content what else are we taught?

8. Here are some examples of all important extras: We learn by being motivated through external rewards (results) and thus learn to respond to external rewards in capitalism Teachers have authority over us, and we learn subservience to the authority of others Students learn about being good representatives of the school; we learn loyalty to employers Students do learn how to handle money, essential to survive. Students learn that some do well and some fail, which is a model for a competitive society. Students learn that they cannot cheat in exams or will be punished, as cheats in wider society are supposed to be punished.

9. Society is not meritocratic – Class – Sex – Race Criticisms of the Marxist approach – Reynolds (1984) curriculum is not helpful to business – Willis (1977) many students have little respect for schools or school rules Any developments since 1980’s?

10. FE: Who is it for? Chose one of the following and decide what curriculum aspect would be considered in each case Business Government You (an individual) Curriculum is designed by the dominant stakeholder

11. Curriculum: Examples The common core curriculum – Centrally controlled – Government initiative (post Moser) The vocational curriculum – As opposed to the academic curriculum Subject specific curriculum How many types of qualification can you list e.g. GCSE

12. Historical perspective to Education and Training

13. New Vocationalism – The Changing Focus of Educational Policy – The Great Debate 1976 – Response to decline in British industry – ‘ School deficiencies ’ outlined, failure to equip children with skills – Students divorced from world of work

14. 1981 “ New Initiative ” training – Skill training, training for young and old – Excluded Education dept, power to MSC Move from local authority control – Focus on Lit/Num skills

15. Training and Enterprise Councils 1988 The changing role of the TECS Attempt to involve the private sector Remove training from State sector and Local authority control Colleges had to meet the national, not local agenda

16. National Vocational Qualifications The academic- vocational divide Introduction of NVQ ’ s and GNVQ ’ s Attempt to put vocational and academic qual ’ s on the same footing

17. Further Education and Higher Education Act 1992 Incorporation – Funding for FE came straight from FEFC (not local authority) Encourage an atmosphere of enterprise – costs/revenue

18. Learning and Skills Bill 1999 The re-alignment of funding – established the Learning and Skills council (from FEFC) Focus on younger age group Established ALI & OFSTED inspections of FE

19. Curriculum 2000 Broadening of the A level programme Split into AS & A2 Modular approach (exams in Jan) Mix of vocational and non- vocational programmes Voluntary in application

20. 2001 – Skills for Life Led by the Skills for Life Strategy Unit (within the Department for Education and Skills (DfES) New national curriculum and national tests.

21. Leitch report (Feb) 2006 Skills gap between UK & Europe By 2020, the report recommends that: – 95% of working age adults have basic skills in both functional literacy and numeracy – more than 90% of adults are skilled to GCSE level or to vocational equivalents – the number of apprentices is boosted to 500,000, with improved quantity, quality and esteem for intermediate skills – more than 40% of adults are skilled to graduate level and above

22. 2006 (March) Education and Skills white paper Transforming chances of young people and adults more choice for customers, tailor services to meet individuals’ needs, encourage new, innovative providers to enter the market promote action to tackle poor quality