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Kelly.A.V. (2009) The Curriculum (6th edn) London:Sage Publications

CURRICULUM THEORY AND PRACTICE

In-text: (infed.org, 2016)

Your Bibliography: infed.org. (2016). Curriculum theory and practice. [online] Available at: http://infed.org/mobi/curriculum-theory-and-practice/ [Accessed 5 Dec. 2016].

ANON

In-text: (Anon, 2016)

Your Bibliography: Anon, (2016). [online] Available at: http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf [Accessed 5 Dec. 2016].

ANON

In-text: (Anon, 2016)

Your Bibliography: Anon, (2016). [online] Available at: http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf [Accessed 5 Dec. 2016].

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Product, process, hidden or spiral?
There are many different curriculum models and every curriculum can be defined as one of the other for various reasons.
I see my Curriculum very much as product in the way that this conception is often associated with not only the awarding body requirements but that of the employer, assessment is in the workplace and units within the qualification are chose according to organisation menu's and what the employers want the students to learn. As described by Curtis and Pettigrew (2010) What the student knows becomes less important than what the student is able to do and successful teaching and learning is defined by the extent students are able to demonstrate specific competencies. I would also link my curriculum to that of a hidden one aswell. My apprentices will almost always come away with more than was planned for due to the nature of the lessons taught and the level of abilities. My learners will learn from each other and experiences like those are often very few and far between in other areas. Other models such as transmission would argue that the curriculum is a list of knowledge to be passed from teacher to student, a planned curriculum. Stenhouse (1974) suggest that the means is as important as the end and that the process curriculum is an attempt to describe what happens in the classroom. In contrast Catherine Cornbleth (1990) describes the curriculum as what does happen in the classroom in an ongoing form also known as the received curriculum.

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HOW DO WE REVIEW THE EFFECTIVENESS OF OUR CURRICULUM?

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HOW DO WE REVIEW THE EFFECTIVENESS OF OUR CURRICULUM?

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The curriculum is constantly reviewed within our organisation and changes from year to year to include all up to date requirements set by the government or awarding bodies. Our stakeholders being the learners and employers. SAR's are completed by all programme leaders to ensure effectiveness of their curriculum and for each individual department as a whole, it identifies strengths and weaknesses and can highlight any areas for improvement so that substantial planning can take place.
Quality Assurance within the organisation is rigorous and is at the highest level to ensure we are complying with the standards set.
Feedback from the external verifier feeds into the quality assurance and as an organisation we must comply with all requirements set by the EV. The feedback from our last visit boasted excellence in all areas. Learners complete student surveys to give their input onto effectiveness and employers compete a similar survey at the end of the learners course. Success rates, attendance also give some insight as to the effectiveness of a course.
Ofsted is one of the biggest ways of reviewing our curriculum, it assesses the teaching, learning and assessment within the organisation overall.

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To be able to plan effectively we need to evaluate in the same way.There are various models of curriculum evaluation that can be used. Whilst looking into them further STUFFLEBEAM'S CIPP MODEL (1971) demonstrates a thorough investigation of all stages of context, input, process and product evaluation to identify strengths and weaknesses adequately. TYLERS MODEL (1949) has limitations and has no means of diagnosing curriculum failures. Whilst it is always reassuring to have the emphasis on positivity we need to address the negatives also.
On reflection whilst looking at the effectiveness of my curriculum I came across the following points in my analysis.
The curriculum as a whole works very well and its overall effectiveness is very positive. The curriculum raises the standards by ensuring learners know the correct ways and means of producing tasks to gain end products that hit performance criteria and learning outcomes whilst also having a positive impact on the work environment. Schemes of work and lesson plans are designed with the employer and learner in mind. As assessors we respond to learners and employers needs to do this. They can measure the impact it has on their business by customer feedback and repeat business. Dishes that are relevant and current are included to keep up with the latest trends.

On the negative side I feel that we need to be more flexible with our learners especially in our area of industry. This time of year is a busy time for everyone and I think this should be reflected with reduced attendance available for those that need it. As with the month of January, most employers do close for some time over this month to allow employees to take a well earned break after such a busy period, when most of them will not have seen family of friends much at all.
Since the programme increased from 12 month to 18 month this has deterred some employers from taking on such a commitment. In an Industry where good staff is hard to find and keep things can change quite quickly.
At present we do not offer higher Apprenticeship programmes . This is an area that is in demand from our regular employers and would help boost a higher level of ability across the industry. We need to be offering this route of progression to learners and employers - Watch this space!!!

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TECHNOLOGY - With most full time programmes of study an element of online learning is now included such as SOLA. The FELTAG report recommends that a percentage of FE courses should be delivered online. Whilst this is fairly feesable for full time learners with apprentices it is slightly different. They are in the working environment on a daily basis and some work long hours, for them to have to this as part of their course would not always be practical.  For the apprentices I have set up moodle pages with all the relevant information on such as term plans, recipes used in class and resources to back up theory lessons. This aids with learning outside of college and allows the learners to take some ownership of their qualification without expecting too much. The addition of padlet pages for some learners allows resources and events in the workplace and college to be shared at the click of a button and is useful to show progression.
ENVIRONMENT - There has to be adequate classrooms to be able to teach learners and the correct equipment. Equipment must be up to date and match what employers have to e able to offer the best possible service. Expectations must be in place and set the standards for behavior whilst in the learning environment.

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Apprenticeships have become more popular since the government made it a requirement for under 18's to remain in education until their eighteenth birthday. However since the Wolf Report was published in 2015 making English and Maths a necessity for 16-19 year olds if a grade A-C was not achieved at GCSE level. This can be a deterrence for the less academic learner wishing to progress onto a vocational programme. Maths and English must always be embedded regardless of this to support inclusion.The Department of Education has recently released the Sainbsury report which announced that there are new plans for Post 16 routes of study. Students will have the choice to opt for either a technical or academic pathway. The technical route will most likely be in the shape of an apprenticeship with the emphasis on progression onto higher levels. These plans will come into play in July 2019.
The government plan to make radical changes to boost apprenticeships numbers to 3 million by 2020 with the introduction of an apprenticeship levy and publishing new industry standards to give apprentices the skills employers need.

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This year there has been a low student intake across the college, demographics suggest that a low birth rate in the year 2000 is responsible. This has impacted on hours available for tutors within the hospitality area and has resulted in changes to classes and timetables for learners and tutors. This had a huge impact on this years curriculum as classes have been merged, tutor are teaching classes they don't usually teach, different levels of students are working together which makes planning for delivery a little trickier. These changes haven't affected the apprentices too much although at present the Level 3 Apprentices infill with the full time learners due to small numbers.

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Curriculum Ladder in Hospitality

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The purpose of my curriculum is ultimately to make learners more employable by allowing them to learn and develop  the skills and knowledge they need to progress with in the industry. Thus making them more beneficial to their current employers and potentially allowing them to work up the ladder to gain higher roles within the establishment. There are many influences that affect my curriculum and what shape and form it comes in.

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Alongside the main aims of study , there are other parts that make up the overall programme to allow the full framework to be achieved and extra experiences gained. This is called a curriculum mix. My main area of expertise is the apprenticeship programmes. The curriculum mix for the apprentices is made up of the following

Main Aim

Technical Certificates

Maths and English

PLTS

ERR

For the full time study programmes other parts may include

Work related experience

Online learning

Maths and English

Employability

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I am currently teaching in the Hospitality department at Yorkshire Coast College.I work with a group of Level 2 Apprentices  who come to college one day a week studying an NVQ Diploma in Professional cookery. I am also a work based assessor for the same department assessing different levels of Catering and hospitality courses.The course has a duration of 18 months. Within the hospitality department at Yorkshire Coast College there are many ways for any learner to start their journey in this field of expertise either full time or as an apprentice, whether they come to us from school or employers. We also offer routes of progression onto higher levels.

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Curriculum is a course of study which allows learners to gain valuable experience and knowledge to be able to develop new and existing skills.

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Keeping everything legal and above board plays a big part in the curriculum. We have to provide safe working areas (kitchens,classrooms) for learners to work and need to ensure that their establishments do the same. HEALTH AND SAFETY is key and as stated in section 7 of the HEALTH AND SAFETY AT WORK ACT 1974 learners must ensure that they work safely to protect themselves and others around them.
Every establishment has to complete a Health and Safety schedule as part of the enrolment process and must provide details of employers and public liability insurances.
RISK ASSESSMENTS are completed within college and should be completed in the work environment also.
Within the Hospitality industry and certainly within the department here at YCC FOOD SAFETY regulations must be adhered to along with control systems such as COSHH and HACCP.
Staff must have been through DBS Checks to ensure they are safe to teach children or young adults.
Tutors and assessors are aware of safeguarding procedures within the organisation and this is also reviewed int he workplace at 8 weekly intervals.

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The Curriculum must meed the needs and requirements of all types of learners. As teachers we must show evidence of EQUALITY AND DIVERSITY being embedded into all lessons to support inclusion within the curriculum.
Within apprenticeships we must review E and D at 8 week intervals to ensure that apprentices are being treated equally and fairly in their employment whilst also making them aware of the terms and checking understanding The new ALLERGEN LAW that was brought in in December 2014 has seen learners becoming more aware of different customer needs.

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The VISITOR ECONOMY in the North Yorkshire area has been noted as an area with a shortage of skilled workers. The LEP is working with Calderdale College to provide skills support for the workforce to grow apprenticeship programmes to meet employer needs and continue with the growth of the industry. Unemployment rates are at 31% and by offering courses that employers need and want we can aid recruitment and provide employability skills.
Skilled tutors/assessors must be employed to allow delivery of the qualifications on offer and schemes of work are matched to employer needs in all fields.Robust systems and vigorous planning are followed to adhere to the standards set.There has been reduced funding for Full time learners so apprenticeships prove to be economically viable.