Presentation by Linda Halliday with Suellen Shay, Anthea Pinto and Diane Steyn on Curriculum Design for Vocational & Professional Pathways: Enabling Epistemic Access and Progression

1. HELTASA 2013
Research Study Title:
An analysis of how knowledge is differentiated
in occupationally-based curriculum for a new
profession.
Linda Halliday Higher Education Studies (UCT)
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2. HELTASA 2013
PROBLEM
•
Perception: “new professions are less
organised and more diffuse; weak
professional identify”
•
“Lack of foundational disciplines and
weak social coherence in the professions”
Linda Halliday Higher Education Studies (UCT)
(Muller, 2009, pg. 214).
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3. HELTASA 2013
PROBLEM
.
contd
•
“Poor knowledge production in the
disciplines and weak conceptual
knowledge in curriculum.”
•
“Knowledge tends to be contextdependent thus less transferable”
(Muller, 2009, pg. 214).
Linda Halliday Higher Education Studies (UCT)
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4. HELTASA 2013
SPECIFIC INTEREST
HEQSF
alignment
to H.Cert
Nat. Cert. Fitness - 120 credits, level 5
Vocational qualification for a “new profession”
1. What knowledge is envisaged in the SGB’s
qualification and how is it differentiated?
2. How is this knowledge recontextualised
in the programme’s curriculum?
Linda Halliday Higher Education Studies (UCT)
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5. HELTASA 2013
ANALYSIS TOOL:
Legitimation Code Theory: LCT (Semantics)
Unit of analysis: Unit standard and its module
• Range of semantic gravity: relative contextdependence of knowledge
• Range of semantic density: meanings
condensed within phrases
Linda Halliday Higher Education Studies (UCT)
(Maton, 2010).
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6. HELTASA 2013
PILOT STUDY – DATA (text)
Unit standard:
Apply Anatomical and Biomechanical Principles to
Physical Activity
Specific outcomes
(competencies)
Assessment criteria
(knowledge & skills evident when....)
Essential embedded knowledge
Linda Halliday Higher Education Studies (UCT)
(underpinning knowledge)
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7. HELTASA 2013
Range of knowledge
Click to data sheet
Linda Halliday Higher Education Studies (UCT)
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8. Code
Semantic
structure:
applied
anatomy
SD+
Unit standard Specific Outcomes
and Title
Title: Apply anatomical and biomechanical
principles to physical activity
SO 4. Adapt exercises using biomechanical
principles to ensure safety , and effective
movement
SO 2. Conduct a biomechanical analysis of
movement, modifying forces and levers to
change exercise intensity or increase
difficulty.
SO 3. Conduct an anatomical analysis of
movement, e.g. a "push-up" and the
muscles and joints involved
SO 1. Describe anatomical structures and
systems of the human, e.g.
• Composition of
muscles, bones, ligaments, tendons
• Structures, locations and functions of
Linda
anatomical systems.
SD-Halliday Higher Education Studies (UCT)
Condensation of meaning:
knowledge inferred in
phrase
Complexity of knowledge and its
inter-relationship increases. This
infers a 'package' of knowledge from
range of disciplines.
Knowledge inferences and interrelationship increases. Integration of
knowledge across different disciplines..
Knowledge specific to one discipline
increases in complexity and in
concept-linking
Meanings are least condensed. Infers
basic concepts from one discipline.
Meanings are 'unpacked' relative to
more condensed meanings in SD++
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9. Code
SG+
Unit standard
Specific Outcomes and Title
Title: Apply anatomical and biomechanical
principles to physical activity (main competence)
SO 4. Adapt exercises using biomechanical
principles to ensure safe and effective
movement
SO 2. Conduct a biomechanical analysis of
movement, modifying forces and levers to
change exercise intensity or increase difficulty.
SO 3. Conduct an anatomical analysis of
movement, e.g. a "push-up" and the
muscles and joints involved.
SG-
SO 1. Describe anatomical structures and systems
of the human body, for example:
• Composition of
muscles, bones, ligaments, tendons
• Structures, locations and functions of anatomical
systems.
Context
Knowledge closest to workbased professional practise in
exercise or fitness context.
Knowledge moving closer to
contexts e.g. biomechanics, sport
performance, fitness, physiotherapy,
occupational therapy
Knowledge not yet specific to one
context
Knowledge is context-independent
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10. HELTASA 2013
Semantic gravity
SGContext-independent/less
meanings condensed
SO 1
AC 1
AC 2
AC 5
Semantic density
SD+
SDSO 3
AC 3
SO 2
AC 4
SO 4
Context-dependent/more
meanings condensed
SG+
Linda Halliday Higher Education Studies (UCT)
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11. HELTASA 2013
To add to Bernstein’s (2000) vertical &
horizontal knowledge; diagonal knowledge?
Competent practise
SD+
AC 4 SO 4
AC 3
AC 5
SO 2
SO 3
AC 1
SD-
AC 2
SO 1
SG-
Linda Halliday Higher Education Studies (UCT)
SG+
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