S.T.E.E.P.L.E Analysis

S

T

E

E

P

L

E (PS12)

  • Demographic - age, background, education 5.7% in education in the local area (ONS)

  • Digital Divide - access to digital resources

  • Remote courses consideration - more IT companies offer remote position's

  • 92% of adults are recent internet users (ONS)

  • FE Course progression rates

  • Basic Skills

  • industry expert seminars

  • Emerging technologies - be mindful of everchanging digital landscape

  • Digital tools and platforms

  • Cost living crisis

  • local unemployment - slightly higher than national average at 11.8% (ONS)

  • Free Access to Microsoft courses

  • Employability - align curriculum with industry demands

  • Sustainability - promote green computer practices

  • Digital Waste Management - highlight environmental impact of digital technologies

  • Online Resources

  • Professional standards are met and maintained

  • Funding for extra courses with real qualifications

  • Government Policies

  • Regulatory Compliance - data privacy, cyber security

  • Intellectual property rights

  • Data protection and privacy policies

  • Safeguarding

  • Qualified staff - different modules may need more expertise

  • Learners needs - Screen Overlays, prior lesson material

  • Inclusion

  • Confidentiality

  • Ethical decision making

  • Digital citizenship - promote ethical behaviour in the use of technology

Steeple analysis is a crucial tool for curriculum development in education as it provides a structured approach to understanding the broader societal, technological, economic, environmental, political, legal, and ethical influences shaping educational landscapes (Fleming, 2015). The aim of this Steeple analysis is so educators can identify key trends and factors impacting learning environments, enabling them to produce a curriculum that is responsive to the evolving needs of students and society (Byrne & Butcher, 2020).

Intent

References

Byrne, N. and Butcher, C. (2020) ‘Curriculum and course design’, An Introduction to Teaching in UK Higher Education, pp. 62–81. doi:10.4324/9780429197161-4.

Cullen, R.M., Harris, M. and Hill, R.R. (2012) The learner-centered curriculum: Design and implementation. San Francisco, CA: Jossey-Bass.

Fleming, J. (2024) Steeple Analysis: How to conduct a steeple analysis - 2024, MasterClass. Available at: https://www.masterclass.com/articles/steeple-analysis (Accessed: 02 March 2024).

Jackson, N.J. (2010) ‘From a curriculum that integrates work to a curriculum that integrates life: Changing a university’s conceptions of Curriculum’, Higher Education Research & Development, 29(5), pp. 491–505. doi:10.1080/07294360.2010.502218.

Jain, H. (2023) Discipline centered design: Curriculum design model, Prep With Harshita. Available at: https://prepwithharshita.com/discipline-centered-design-curriculum-design-model/ (Accessed: 06 March 2024).

Lunenburg, F. C. (2011). Curriculum development: Process and models. International …….Journal of Educational Leadership Preparation, 6(1), 1-12.

Margolis, E. (2002) The hidden curriculum in higher education . doi:10.4324/9780203901854.

Martinez, M. (2022) Learner-centered approach: Advantages & disadvantages -, Next Gen Hero -. Available at: https://nextgenhero.io/advantages-and-disadvantages-learner-centered-approach/ (Accessed: 08 March 2024).

ONS, Great Grimsby Facts and figures (no date) ONS. Available at: https://www.ons.gov.uk/visualisations/areas/E14000716/ (Accessed: 01 March 2024).

Ornstein, A.C. and Hunkins, F.P. (1988) ‘Implementing curriculum changes-guidelines for principals’, NASSP Bulletin, 72(511), pp. 67–72. doi:10.1177/019263658807251116.

Tyler, R.W. (2013) Basic principles of curriculum and instruction. Chicago: Univ. of Chicago Press.