What fits and works well and what doesn’t? Give evidence of your understanding of the practicalities and realities of aligning your delivery of teaching with the wider curriculum.

Workbook

Describe the ‘political’ context of your teaching activity and curriculum at different levels ; this may be evidenced by reference to policy documents , public debates, or publications by other stakeholders . This section should also refer to the ‘hidden curriculum’; what it is and how it may operate in your context and/or in relation to the wider curriculum.

Theory underpinning the curriculum
This should include a clear definition of what you understand by the term ‘curriculum’. With reference to a theoretical model(s) critique the wider curriculum within which you’re teaching sits. Consider issues such as teaching methods, learning outcomes, assessment, and evaluation as they appear in the curriculum. This section should provide evidence of your understanding of the principles of curriculum design as described within the literature.

Teaching, context, and curriculum interaction
The previous section is more concerned with the wider curriculum; in this section discuss the interrelationship between your teaching activity and the wider curriculum. What happens in reality; how does curriculum design, curricular teaching methods and assessment affect your teaching activity and learners.

What fits and works well and what doesn’t? Give evidence of your understanding of the practicalities and realities of aligning your delivery of teaching with the wider curriculum; identification of any tensions, alignments, or challenges, how you evaluate your activity.