ࡱ> #` bjbjmm :3:3:38r3D3Dj44444666DDFDFDFDFDFDFD$/FhHvjD576"65757jD44D:::5744DD:57DD:::>,?44 jl:37(? ?tD0D2?R JQ8N J? J?L66:6 6X666jDjD9d666D57575757D  Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Denise Summers Course title and year group:DTLLS year 2Module: 5CDIPSession date:8.5.2009Session location and time:AC202 9.15-12.30Session topic: Curriculum design and curriculum models ideologies influencing this. Syllabus and functional skills references: Assessed Learning Outcomes 2 (CDIP 2.1, 2.2),4 (CDIP4.1, 4.2)  Session Aim/s (a sentence making clear the broad statement of intent) To introduce the different ideological influences on the curriculum Learning Outcomes (by the end of the session students will be able to): Have checked understanding from last weeks session ie how do curriculum models fit with own practice. Have identified the different ideologies influencing the curriculum and those influencing own curriculum. Have considered what their own ideological position is how does this/can this influence your curriculum. Minimum Core elements addressed from Part A or B: LL12,13,24,25,26Professional Standards addressed by Domain: AK1.1,2.1,2.2,3.1, 4.1,4.2,4.3,6.1,7.2, BK1.1,1.2,1.3, 2.1,2.2,2.3,2.5,3.1,3.4,3.5, CK1.1,1.2,2.1,3.1,4.2,DK1.1,FK3.1,FK4.2  Which of the 5 Every Child Matters Outcomes addressed: Enjoy and achieve Make a positive contribution Achieve economic well-being  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): Mix of PGCE and Cert Ed students need to be aware of extension work for PGCE and more able Cert Ed. The group is now very small, down to 5, so will need to consider small group work and moving individuals around so they all work with each other - I will re-arrange the tables and seating so the group feel cohesive. Need to help relate to each teaching context, etc. Some anxiety re assignment hand-in date need to give signposts so that they can work on this right through the term. TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies9.15Register and welcomeCheck on learning from last weekRead How to analyse my curriculum to help consider ways of linking theory covered so far to practice.HandoutDiscuss9.35Revising curriculum modelsAsk students to write examples from each curriculum model Read post-its and check all agree with examplesOn post-it notes, write examples of different curriculum models within own practice Clarify understanding of modelsPost-it notes and flip chart sheetsRead examples10.00Ideological influencesIntroduce different ideologies which influence the curriculum and link these to the models ie socialisation situational, vocational objectives, liberal process, transformative process, critical. Then discuss own curriculum as group how do yours relate to these different ideologies/ functions is yours informed by one of them more than the others? Slides/handout10.25Links to sustainabilityGo through rest of slides Give out mechanistic/ ecological handoutDiscuss these in relation to our current practice Consider where your curriculum fits with this are there things we need to change do we have the power to do this is there any movement from above managers/exam boards, etc Slides/handoutsDiscussion10.50BreakBreak11.10Curriculum metaphors Consider different metaphors and make links with Foxs theories of teachingDiscuss metaphors - which ones do they think make sense and which do they feel match their curriculum or is theirs a mixture of them? HandoutsDiscussion11.30Holistic curriculumGive out handout showing different modelsConsider these in relation to objectives/process/ critical models. 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