Core curriculum Units are designed to provide a platform or framework. They are intended to indicate the minimum training standard expected. It is appreciated that individual Schools have differences in approach and methodology and it is in order to protect this richness and diversity of training that the Cranial forum have adopted this core approach. Our aim has been to reduce complexity of language and to avoid terms specific to particular schools. We have also avoided terms which may be difficult for those not familiar with the concepts of cranial work.
The forum anticipates that schools will wish to create additional units to enhance this core, and will choose to use their own terminology and expressions when designing their syllabus.
Three years ago the Forum developed a document entitled ‘Standards of Practitioner Competence’. This was disseminated to member schools. It was then consulted, cross-referenced and subsumed in the work towards National Occupational Standards for Cranial Therapies and the development of the Core Curriculum.
Schools are urged to review the Knowledge and Understanding requirements set out in the National Occupational Standards document (pp 29-39). These form the basis for the Core Curriculum. In order to cover Sections A, B, C, E, F, G, H, I, and J, schools are advised that students need to complete ITEC Level 2 Business Awareness and ITEC Level 2 Professional Conduct (QCA Unit Number: J/101/2239), or similar, or to produce evidence of practice management and business skills.
A forum sub-group has worked to create the first draft version of a detailed Anatomy, Physiology and Pathology unit to meet the needs of Section D. This is now available for dissemination and feedback.
The forum developed the Cranial-specific units K, L, M, and N. We believe they provide sufficient detail to enable schools to work directly from them. Additionally, by reviewing the content of the sections on General and Specific Therapeutic Skills contained within the ‘Standards of Practitioner Competence’ document we have the framework for a Core Unit on Cranial Skills. Yet again, this will form the basis upon which schools build their syllabus, and it is appreciated that there are differences in approach and methodology. This document will be completed early in the New Year.
Working in this way – reducing complexity – enables us to move forward as a group and to create documents that meet the needs of National Standards. We can maintain our differences and diversity by embracing a framework and then building upon it. This gives students a choice of learning opportunity, and schools the chance to maintain their individual strengths and characteristics.