Exploring Organisms: A Learner-Centred Approach to Applied Sciences

The BTEC Level 2 Extended Certificate and BTEC Level 2 Diploma in Applied Science curriculum is designed to provide learners with fundamental knowledge and skills in various fields such as ecology, healthcare, and applied sciences like beauty therapy and agriculture. The curriculum is learner-centred, providing opportunities for students to experience knowledge enhancement and attainment of skills through merit and distinction criteria. The design takes into account the diversity of students, local and national needs, and aims to provide a qualitative education.

Explore and evaluate
theories, models and
instances of curriculum
development and design

TABLE OF CONTENTS
ASSIGNMENT 2 ............................................................................................................................3
INTRODUCTION ..........................................................................................................................3
CURRICULUM IDEOLOGIES ....................................................................................................3
STAKEHOLDERS AND THEIR IMPACT ...................................................................................3
PURPOSE .......................................................................................................................................4
CONTEXT ......................................................................................................................................5
CONCLUSION ...............................................................................................................................5
REFERENCES................................................................................................................................6
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ASSIGNMENT 2
INTRODUCTION
Learning is the only crucial process which shapes the future of entire nation. If a person
is taught right values and educated with corporate social responsibility then progress and growth
are the guaranteed outcomes. In this report, a detailed analysis of curriculum designed in the
subject of Biology will be described. This analysis will depict ideologies, purpose of the
curriculum, model design, stakeholders and their influence on the design and the context.
CURRICULUM IDEOLOGIES
Every subjective content is based on certain specific values and principles which are
further based on the ideologies and philosophies of the designer. The learning cycle is initiated
when individuals are enlightened with the right path. The content which has to be taught to the
students is to be designed according to specific ideology followed by the respective authoritarian
institution. For this curriculum of Biology in BTEC Level 2 Extended Certificate and BTEC
Level 2 Diploma in Applied Science, the ideology that has been used is Ideology of
Multiculturalism. The basic intention behind adoption of this kind of ideology is to take in
coherence the cultural traditions and societal beliefs of the respective nation or society.
The presentation and interpretation of the content with regards to delivery is also
influenced with this ideology. Policies and reforms which keep on taking place in the learning
environment of this curriculum are powerful and influence the practise. Knowledge and skills
depicted in this source helps in underpinning the values and beliefs of the society so that learners
will also follow the respective path (Luke, Woods and Weir, 2013).
STAKEHOLDERS AND THEIR IMPACT
Stakeholders are the individuals that have certain kind of interest in the functioning of
subject or organisation. The outcomes which will be generated when the learnings of this
curriculum are transferred help in understanding the influence of stakeholders. Considering
Biology and its curriculum in the BTEC Level 2 Extended Certificate and BTEC Level 2
Diploma in Applied Science, the stakeholders include students, teachers, school or college that is
imparting this education and the respective awarding body. Despite of the fact that students and
teachers are two primary stakeholders of the curriculum design, the major hold or influence over
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the content is felt due to government policies and the boards or organisations that are a part of
the designing process.
Awarding bodies like EdExcel, City and Guilds, RSA are some of the popular and
dominant entities that are influencing the details of content that is to be delivered in terms of
learning. Be it teachers or the students, all have to follow the guidelines that are laid down by
these awarding bodies (Paxton and Frith, 2014). These stakeholders turn out to be the
authenticating groups that might provide respective certificates when a student has qualified all
the criteria for learning and acquiring of skills and knowledge.
PURPOSE
The purpose of the unit Biology and Our Environment is to make students the tactics for
investigating living organisms and the ways through which human beings have an influence over
the surrounding environment. Furthermore, this unit also aims to make students understand and
learn the specific skills which will enhance their foundational concepts of Biology.
The curriculum content has another purpose i.e. to deliver technical skills regarding the
subject and areas such as ecology, healthcare, applied sciences like beauty therapy, agriculture,
etc. Since, good amount of learning is imparted only when the fundamental concepts are clear
and concisely demonstrated to the students; hence, the curriculum is designed in such a way that
every aspect of the course is clearly communicated to learners.
The students that have enrolled themselves in the learning level of BTEC Level 2
Extended Certificate and BTEC Level 2 Diploma in Applied Science will be learning through
this curriculum. The intention of this course is to make students learn about different types of
organisms like human beings, plants, animals, viruses, bacteria, etc. Furthermore, the content is
learner-centred because it provides the student different opportunities to experience knowledge
enhancement and attainment of skills in the form of merit and distinction criteria. The strategy
which is deployed in this particular respect is first the students are made aware about the possible
outcomes and then they are provided a guided curriculum for answering other questions (Li,
2014).
This strategy helps in delivering the best outcome and engaged students in learning every
aspect of the concerned subject. The curriculum so designed is quite effective in transferring
knowledge and skills in a guided manner.
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CONTEXT
The schools, colleges or universities address a wide diversity of students that belong to
different economic backgrounds or religions, etc. It is the responsibility of teacher to develop a
learning environment which doesn't discriminate or hinder education of any single student or
individual (Sleeter, 2015). This curriculum is designed highly in accordance with these factors
and the language abilities are defined clearly. No particular culture or section of the society is
being harmed or harassed in some form or the other through this curriculum. Furthermore, the
systematic approach and design of the entire content helps students and the teachers to provide
best education in a qualitative fashion. The curriculum does takes into account the local and
national needs which are required for economic and social development of the country as a
whole.
CONCLUSION
Through this report, one can understand the design and purpose of the curriculum for
BTEC Level 2 Extended Certificate and BTEC Level 2 Diploma in Applied Science.
Furthermore, it has been elaborated through analysis that this curriculum is learner-centred and
provides individuals respective knowledge and information with detailed content and systematic
approaches. The major stakeholder i.e. awarding body influences the content and design of this
curriculum which further affects the entire learning processes. But it can be inferred from these
findings that this curriculum is positive approach towards development and progress of
individuals in different fields and areas of learnings.
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REFERENCES
Books and Journals
Li, J., 2014. Needs analysis: an effective way in business English curriculum design. Theory and
Practice in Language Studies. 4(9). p.1869.
Luke, A., Woods, A. and Weir, K., 2013. Curriculum, syllabus design, and equity: A primer and
model. Routledge.
Paxton, M. and Frith, V., 2014. Implications of academic literacies research for knowledge
making and curriculum design. Higher Education. 67(2). pp.171-182.
Sleeter, C., 2015. Multicultural curriculum and critical family history. Multicultural Education
Review. 7(1-2). pp.1-11.
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