FRAMING LEARNING THROUGH THE CURRICULUM - 2020/1
Module code: NURM117
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module is an exceptional opportunity to experience first-hand, the complex nature of curriculum design, ranging from the philosophical underpinning, student experience and learning and teaching strategies. This will culminate is the development of a formal curriculum document based on a topic of choice which will be presented at an internal validation event.
School of Health Sciences
WHITE Nicola (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B700
Module cap (Maximum number of students): N/A
This module will explore the complexities of building a curriculum from planning to delivery. The following elements will be considered indepth:
curriculum philosophy, design and models
factors influencing the curriculum
role and value of ICT in the curriculum
integrating skills laboratories into curriculum design
building on experience
the learning journey through the curriculum
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to measure the depth of the students learning and their ability to utilise and apply the full range of knowledge achieved through undertaking this module.
Formative assessment and feedback
Students will have the opportunity of presenting their curriculum for peer review. In addition to this, students will have an opportunity to present and discuss their work as the curriculum develops which will generate formative feedback.
Thus, the summative assessment for this module consists of:
Part One is the development of a curriculum through the selection of a current initiative or innovation in the student’s field of practice
Weighting: 75% Word Count: 3,000 words
Part Two will be a formal presentation of the curriculum to their peer group and academic staff which will take the form of an internal validation event.
- This module is intended to enable students to gain an understanding of the processes involved in curriculum design and development and explore innovative strategies to enhance the learning journey.
|001||Critically analyse and demonstrate an understanding of a range of curriculum models.||KCT|
|002||Be critically aware of the social, economic and political factors which influence the curriculum in practice and higher education settings.||KCPT|
|003||Analyse curriculum documentation and specifications to inform their approaches to curriculum design, delivery and evaluation.||KCPT|
|004||Develop the skills associated with creativity to generate new ways of delivery.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Clinical Placement Hours: 60
Independent Study Hours: 84
Lecture Hours: 48
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
The teaching and learning strategies will be varied and will include:
an introduction to technologies
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
A weighted aggregate mark of 50% is required to pass the module
This module is core and will require students to pass both elements.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.