Curriculum Assignment
DIK7230 Curriculum Evaluation Assignment
Introduction
In this assignment I will discuss curriculum theories and then relate them to my own profession and discuss where Beauty therapy lies within social and educational context.
Develop my understanding of evaluation and quality assurance, along with using appropriate evidence to make proposals for improvements within the Beauty sector.
Current role
My current role is as a part time lecturer delivering Beauty Diplomas, NVQ level 1 and 2 Beauty Therapy courses.
All students on the beauty diploma course range between 13 and 14. I teach basic skills to these students which include delivering a mixture of practical and theory activities to cover the outcome of the course.
Students on the diploma course generally have no previous qualifications and the course is designed to give students an introduction to beauty therapy with the aim to progress to level 2 NVQ on completion of the diploma.
When teaching on the level 2 programmes I teach 2 different groups, a day time class that generally consists of school leavers aged 16+ that attend college 3 days per week. I also delivery the NVQ level 2 qualification over two evenings a week this class is generally 18+ and a faster pace, These learners are expected to undertake 12 hours home study time. Once all theory input has been delivered the session opens up to commercial salon where students carry out their practical treatments on clients. Students are set knowledge and understanding questions for each unit and oral questions are asked individually to complete each assessment.
NVQ level 2 groups are generally hard working and respond well in their practical classes. I enjoy teaching level 2 students as generally they are interested in the profession.
The Definition of curriculum.
‘Education is what survives when what has been learnt has been forgotten’ (B.F Skinner, 1964: 484)
Total Curriculum
There are many terms to describe the
Introduction
In this assignment I will discuss curriculum theories and then relate them to my own profession and discuss where Beauty therapy lies within social and educational context.
Develop my understanding of evaluation and quality assurance, along with using appropriate evidence to make proposals for improvements within the Beauty sector.
Current role
My current role is as a part time lecturer delivering Beauty Diplomas, NVQ level 1 and 2 Beauty Therapy courses.
All students on the beauty diploma course range between 13 and 14. I teach basic skills to these students which include delivering a mixture of practical and theory activities to cover the outcome of the course.
Students on the diploma course generally have no previous qualifications and the course is designed to give students an introduction to beauty therapy with the aim to progress to level 2 NVQ on completion of the diploma.
When teaching on the level 2 programmes I teach 2 different groups, a day time class that generally consists of school leavers aged 16+ that attend college 3 days per week. I also delivery the NVQ level 2 qualification over two evenings a week this class is generally 18+ and a faster pace, These learners are expected to undertake 12 hours home study time. Once all theory input has been delivered the session opens up to commercial salon where students carry out their practical treatments on clients. Students are set knowledge and understanding questions for each unit and oral questions are asked individually to complete each assessment.
NVQ level 2 groups are generally hard working and respond well in their practical classes. I enjoy teaching level 2 students as generally they are interested in the profession.
The Definition of curriculum.
‘Education is what survives when what has been learnt has been forgotten’ (B.F Skinner, 1964: 484)
Total Curriculum
There are many terms to describe the
References: Reece, I. Walker, S. (2007) Teaching, training and learning A practical guide. 6th ed. Great Britain: Business Education Publishers Limited Schon, D.A Holloway, D (1999) The audit commission, managerialism and the further education sector, Journal of Vocational and Educational Trainin51:2, pg229-243 Wojtczak, A (2002) http://www.habia.org/index.php?page=376,377,376,1, date accessed 11th December 2011) Stenhouse, L Petty, G. (2009) Teaching today a practical guide. 4th edition, Cheltnham: Nelson Thornes Ltd Habia response to Comprehensive Spending Review