Resources: Curriculum development

25 resources found for "Curriculum development"

Embedding employability in education : conference resources: Employability has acquired a central role within policy, strategy and the student curriculum in HE. Education Studies is often automatically with linked with specific vocations such as a career in teaching or with the social care profession but are there wider employability messages we could be emphasising? Should Education Studies embed the wider aspects of employability in their curriculum? This one-day conference in June 2009 explored how...
Narrowing the gap : engaging employers with learning, teaching and research: This is an article from the ESCalate newsletter, issue 14, summer 2009 by Claire Taylor of Bishop Grosseteste University College Lincoln. The article is about Narrowing the Gap, an ESCalate funded project which aims to develop and trial alternative modes of engaging public, private and voluntary sector employers from education and children’s services with the different phases of higher education course design and delivery
Hearing the student voice: involving students in curriculum design and development: This brief online article describes an ESCalate development project led by Fiona Campbell at Napier University. The Hearing the Student Voice project investigated effective means to capture and use the student voice to inform academic professional development. This development project will take that work on and explore innovative methods which enable students to contribute effectively to curriculum design and development. Using the materials and...
Beyond the subject curriculum; how we can offer students more than mere excellent subject knowledge and help them leave college or university better equipped for life: This publication combines data from a project with Education students with literature and event resources on employability. It was written by Julie Anderson and Helena Mitchell and published by ESCalate. This resource on employability is written for teaching staff who wish to introduce issues of employability into their teaching. It is designed to be read in conjunction with other online resources located on the ESCalate web site to support the...
Employability in the curriculum: This piece of ESCalate commissioned work was led by Ruth Pilkington of the University of Central Lancashire and looked at how employability can be engaged with across the education studies curriculum in HE. There have been two main areas of focus for the project: 1. A School Employability Forum has been set up to explore employability in education studies. IT develops the learning experience and value of opportunities for developing employability...
Synchronised integration of art and science in the primary school: This ESCalate development project trialled the concept of fully integrating art and science in primary education, within a new model for an exciting and dynamic teaching programme. It is the non-linear thought patterns at all levels of art activity and the higher levels of science activity that take centre role. The project will seek to fully integrate two subject areas, which are typically perceived in education as being intrinsically different...
Research informed pedagogy for the 21st century teacher: This is an ESCalate Developing Pedagogy and Practice grant awarded to Simon Hoult of Canterbury Christ Church University. We wish to develop our pedagogic and curriculum approaches to our initial teacher education programmes in order to develop student learning that is underpinned by research informed teaching and learning. This will enable us to initially respond (by modelling) and then provide a scholarly critical underpinning to a range of...
New trade union education curriculum agendas: This is an ESCalate development project led by Daniel Vulliamy of the University of Hull and completed in 2002. The project will use focus groups and questionnaires amongst key constituencies to assist in the identification of need for new curriculum areas and learning methods to meet the changed needs of trade unions. The results will be disseminated amongst both trade union and educational networks, and also by seminars at Northern College and...
Narrowing the gap : alternative modes of engaging employers: Narrowing the gap : alternative modes of engaging employers is a research project funded by ESCalate and granted to Claire Taylor of Bishop Grosseteste University College Lincoln. The project aims to develop and trial alternative modes of engaging public, private and voluntary sector employers from education and childrens' services with the different phases of HE course design and delivery. This is in order that the HEI and employers develop a...
COASTAL : (Curriculum, Outcomes, And Sustainable Teaching, Assessment, Learning) sustainable development in HE: COASTAL is a research project funded by ESCalate and led by Professor Gina Wisker of the University of Brighton. The project aims to identify, share and encourage the uptake of successful models and strategies for embedding Sustainable Development (SD) into the Higher Education (HE) curriculum. The project aimed to identify, share and encourage the uptake of successful models and strategies for embedding sustainable development in the HE...
A UK community of ITE practice in Education for Sustainable Development: This research project was funded by ESCalate and led by Sally Inman of London South Bank University. It set out to establish and sustain a UK network of ESD within ITE. The outcomes of the project included: • An active community of practice in ESD • E library of research in ESD and ITE • Academic and professional articles on ESD and ITE • ITE ESD web site as part of ESCalate and CCCI websites for ongoing networking, discussion and support...
Learning to work and working to learn: In the article in ESCalate's Spring 2011 newsletter, Angela House and Claire Taylor describe how they worked with local partners to develop an Early Years Foundation Degree that allowed practitioners to link their practical experience with theoretical knowledge. The challenge was to develop a course which was relevant for their mainly mature students who had some or much work experience already. A small case study about a nursery manager is...
Measuring sustainability : the Welsh curriculum audit: This is an article from the ESCalate newsletter, issue 15, autumn 2009. Howard Colley gives us an introduction to a new strand of activity in Education for Sustainability and Global Citizenship (which the English system calls ESD - Education for Sustainable Development): an auditing tool to allow HEIs to assess their own position and decide on action. It is available as a PDF download of 2 pages
History curricula in England and New Zealand : identity, belonging and the case for valuing an historical perpective: This is a discussion about the relationship between identity, belonging and historical perspectives in the context of the history curriculum, written by Dr. Robert Guyver as part of the ESCalate Research Papers in Education series. Historical perspective includes the views of historians not only about particular periods or themes but also in the field of historiography (the philosophy behind the meaning of history), and this investigates whether...
Joined up thinking needed between social work and education practitioners: This is an article from the ESCalate newsletter, spring 2010. At the end of last year the Social Work Taskforce published its final report "Building a safe and confident future". Jackie Rafferty writes about the importance of the reports findings for educationalists
Masters in the 4 year primary QTS degree: This resource explains the 4 year primary QTS degree programme from Leeds Trinity and All Saints. Many thanks to Sarah Trussler for sharing how Masters credits are included in this programme. This formed the basis of discussion at the 4 year degree day held at the University of Cumbria on Friday, July 17th 2009
Active Learning – Active Citizenship: This development arose in response to a number of subject priorities identified from QAA subject overview reports as outlined in the FDTL phase five invitation to bid from HEFCE of September 2003. Following our successful application, we intend to work across subject areas with students in Education Studies, Teacher Education and Applied Social Studies at Sheffield Hallam University and with students of Politics in our partner institution at the...
Masters level credits in a 4 year degree: This PowerPoint presentation was given by Martin Bridge from St.Mary's University College, Twickenham at the 4 Year Primary QTS degree meeting held in Lancaster on July 20th. It outlines the successful provision of Masters level credits available within the 4 year degree course at St.Mary's
Results of the creativity seminar : ideas to impact on practice: Delegates at an ESCalate seminar on Creativity were asked to share some of the inspirations of the day that they took back to use in their everyday practice. This page features a list of suggestions in areas such as applied creativity in secondary practice, participatory and creative approaches to teaching and learning and the creative and effective curriculum for Initial Teacher Education and schools, presented as a Word document. It also...
PILS - Personalised Integrated Learning Support: PILS will create a holistic model of learner support, derived from exisiting excellence, to enable the individual student to manage their own learning more effectively
Responding to the needs of the teaching community: This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the subject centre. Alison Jackson offers a personal perspective on how her role contributed to ESCalate's work in the areas of pedagogy, curriculum improvement and staff development for teacher educators. She then tells us about how she has developed this role in her work with TEAN (Teacher Education Advancement Network) at the University of Cumbria
CETL:IPPS - Centre for Excellence in Inter Professional Learning in the Public Sector: The main area of activity of this Centre for Excellence in Teaching and Learning is: interprofessional learning opportunities for qualified health, social care and education practitioners working in the public sector
Centre for Sustainable Futures: The main areas of activity of this Centre for Excellence in Teaching and Learning are: bringing education for sustainable development into Campus, Curriculum, Community and Culture
BioEthics Education Project (BEEP): BEEP, the bioethics education project's website is dedicated to helping teachers to cover the difficult topics in biology where science and ethics overlap. The website aims to: * Provide up to date and balanced information that students can use to develop their arguments when debating or discussing ethical issues in science. * Raise science teachers' confidence in dealing with 'difficult' topics, uncertainty and debate. * Facilitate...
Resources from Narrowing the Gap: Resources from the ESCalate event Narrowing the Gap, 3 December 2009 includes a summary of Narrowing the Gap, an ESCalate funded project which aims to develop and trial alternative modes of engaging public, private and voluntary sector employers from education and children’s services with the different phases of higher education course design and delivery