Lesson List Browse Q&A

Unit 1: Understanding roles, responsibilities and relationships in education and training
Learners will be taught how to analyse the application of pedagogical principles, use assessments, plan lessons and prepare for the classroom environment.

Understanding and using inclusive teaching and learning approaches in education and training

Planning to meet the needs of learners in education and training (Copy 1)

Assessing learners in education and training (Copy 1)

Using resources for education and training (Copy 1)

Unit 2: Teaching, Learning & Assessment In Education & Training (Copy 2) (Copy 1)
Learners will be taught about their responsibilities as educators, educational legislation, meeting the needs of the learners and how to teach in a student-centred manner.

Unit 3: Theories, Principles & Models In Education & Training (Copy 2) (Copy 1)
Learners will be taught ways in which theories, principles and models of learning can be applied to teaching, learning and assessment.

Unit 4: Wider Professional Practice & Development In Education & Training (Copy 2) (Copy 1)
Learners will be taught about the concepts of professionalism and dual professionalism in education and training and how they can apply this within the classroom.

Professionalism and professional values (Copy 2) (Copy 1) 00:00
Education policy and the curriculum (Copy 2) (Copy 1) 00:00
Stakeholders and external bodies (Copy 2) (Copy 1) 00:00
Organisational context of education & training (Copy 2) (Copy 1) 00:00
Quality improvement and Quality Assurance (Copy 2) (Copy 1) 00:00
Internal Quality Assurance (Copy 2) (Copy 1) 00:00
External Quality Assurance (Copy 2) (Copy 1) 00:00
Quality Cycle (Copy 2) (Copy 1) 00:00
Unit 4 Assessment: Quality Assurance Quiz (Copy 2) (Copy 1)
Unit 4 Workbook (Copy 2) (Copy 1)

Unit 15: Inclusive Practice (Copy 2) (Copy 1)
Learners will be taught how to review the impact of personal, social and cultural factors on learning and teaching.

Unit 17: Preparing for the mentoring role (Copy 2) (Copy 1)
Learners will be taught how to analyse the skills and qualities required for a the mentoring role teachers play in education.

Unit 25: Developing, using and organising resources in a specialist area (Copy 2) (Copy 1)
Learners will be taught how to analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area.

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Education policy and the curriculum (Copy 2) (Copy 1)

Education policy and the curriculum

Education policy and the curriculum in the UK are constantly evolving, shaped by social, political, and economic factors, as well as a range of Education Acts. It is important for trainee teachers to understand the context of these policies and the impact they have on the curriculum.

Education policy refers to the guidelines, laws, and regulations that govern education in the UK. Education Acts, such as the Education Act 1996 and the Children and Families Act 2014, have played a significant role in shaping education policy in the UK. These Acts cover a range of issues, from school governance to the provision of special educational needs and disability (SEND) support.

Social, political, and economic factors also shape education policy. These can include changes in government, economic trends, and societal issues. For example, the 1944 Education Act was influenced by the need for a more skilled workforce in the post-war economy.

The curriculum is a key component of education policy, outlining the knowledge and skills that students are expected to learn in schools. In England, the national curriculum was introduced in 1988 and has since been revised several times. It sets out the subjects that must be taught in state-funded schools and the standards that students are expected to reach in each subject at different key stages.

In addition to the national curriculum, there are also other curricula that schools may follow. For example, some independent schools may choose to follow an international curriculum, such as the International Baccalaureate.

Trainee teachers should be aware of the various factors that can influence the curriculum. For example, the introduction of the EBacc (English Baccalaureate) in 2010, which places greater emphasis on traditional academic subjects, has led to concerns about the neglect of other subjects, such as the arts and humanities.

It is also important for trainee teachers to understand how education policy and the curriculum impact teaching practice. For example, the emphasis on testing and assessment in recent years has led to concerns about a narrowing of the curriculum and a focus on exam preparation at the expense of wider learning.

To navigate these complex issues, trainee teachers should be aware of the resources available to them. The Department for Education website provides information on current education policy, as well as guidance on the national curriculum. There are also a range of academic articles and online resources available that offer critical analysis of education policy and the curriculum.

In summary, understanding education policy and the curriculum is an essential part of being a successful teacher in the UK. Trainee teachers should be aware of the social, political, and economic factors that shape education policy, as well as the impact of Education Acts and other policy documents. It is also important to understand how the curriculum is designed and how it can be adapted to meet the needs of individual students. By staying up-to-date with the latest policies and resources, trainee teachers can ensure that they are providing the best possible education for their students.

Further reading:

Academic Articles:

  1. Alexander, R. (2010). Education policy and the curriculum: mapping the field. Journal of Education Policy, 25(6), 773-782. https://www.tandfonline.com/doi/abs/10.1080/02680939.2010.511978
  2. Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm Publishers. https://www.researchgate.net/publication/287688238_Good_Education_in_an_Age_of_Measurement_Ethics_Politics_Democracy
  3. Whitty, G. (2017). Curriculum studies in the United Kingdom: Intellectual histories, current engagements and future directions. Curriculum Journal, 28(4), 447-465. https://www.tandfonline.com/doi/abs/10.1080/09585176.2017.1373342

Online Articles:

  1. Department for Education. (2013). The National Curriculum. https://www.gov.uk/government/collections/national-curriculum
  2. Ofsted. (2019). The curriculum: What do you need to know? https://www.gov.uk/government/publications/the-curriculum-what-do-you-need-to-know
  3. Education Policy Institute. (2021). Education in England: Annual Report 2021. https://epi.org.uk/publications-and-research/education-in-england-annual-report-2021/

Videos:

  1. RSA. (2018, July 17). The curriculum: What knowledge is valuable? [Video]. YouTube. https://www.youtube.com/watch?v=pod5X_pJ5ig
  2. BBC Newsnight. (2019, January 29). Curriculum changes: What should children learn? [Video]. YouTube. https://www.youtube.com/watch?v=fvYDnblfhhY
  3. Department for Education. (2013, September 9). What is the new national curriculum? [Video]. YouTube. https://www.youtube.com/watch?v=3r3aA3QzjK0

Attachments

D942D – Information Leaflet – Education policy and the curriculum.pdf 672.13 KB
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