аЯрЁБс>ўџ 57ўџџџ4џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №ПїbjbjmЅmЅ .ЯЯїџџџџџџЄЄЄЄЄЄЄЄИррррєИi2        шъъъъъъ$›hІЄc   c c ЄЄ  #3 3 3 c Є Є ш3 c ш3 3 VЬ@ЄЄ  a_Ў_ЪЩрy ^  ш90ixЉз FЉЉЄX 0D "3 f ‚ с       ic c c c ИИИdФИИИИИИЄЄЄЄЄЄџџџџ Somerset College Initial Teacher Education How can I analyse my own curriculum? Official/Actual/Hidden Who told me what to teach? Where did they get the information from? How closely am I monitored on what I teach? How closely do I stick to the specifications from the awarding body? Do I give some topics more time/emphasis than others? Why?(on purpose/by accident?) Do I have a particular ‘take’ or ‘spin’ on certain topics? Is this different from some of my colleagues? Are there any implicit values or behaviours that are being taught? (vocational/professional ethos/respect for authority or questioning authority/co-operation or competition/conformity or creativity/accepting your place in society or challenging it) Micro/Macro Do I know other institutions that do my course/subject differently? Why do I think that is the case? Do I think that most people around the country do it in the same way? Why do I think that is the case? Do I know any government policies that directly affect my course? Can I think of any recent changes my managers have made that have affected my course? Do I know why they acted in this way? Objectives/Process/Situational Can I represent my curriculum in a diagram or in pictures? Try it and see what this exercise tells you about what you think the central importance of it is. When someone asks me what I teach do I say: Engineering or BTEC national diploma or 16-19 years olds or the next generation of engineers? Does the assessment tail wag the curriculum dog? What is being assessed in this qualification? Memory recall of facts/specified learning outcomes/transferable skills/suitability to be a paramedic or a mechanic Do I ‘deliver’ my course or do I develop learners? Am I a plumber training plumbers? Or a teacher teaching plumbing? Do I find it easy to come up with separate learning outcomes for each session? Is my course broken up into bite-size chunks? How much does it matter what grade or marks the students get? Vocational/Socialisation/Liberal/Transformative What do I think the main purpose of my course is? To get people ready for the workplace? To make them good citizens? To appreciate history/art/music/ - to go to university? to change the world (or at least the students)?A mixture of these? 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