Curriculum Development and Inclusive Practice
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Curriculum Development For Inclusive Practice
Module LL222N
“Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised.” Blenkin et al (1992). And so, curriculum is the activities that learners will undertake to achieve certain learning achievements and goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a vast amount of elements that help shape a curriculum and there are many different strategies and approaches to the design and implementation of a curriculum. Changing a set curriculum can be a controversial and bureaucratic process which has to take into consideration what is taught, how to arrange the subject, teaching methods used to deliver it and how the learning of students is assessed. It is due to these factors that the curriculum has to be seen as a multi-faceted entity in itself rather than a collection of different subjects.
Most theorists would argue curriculum defines what happens in an educational setting. Bartlett and Burton (2007) describe it as “a social construction that sits at the very heart of the education system and gives shape and form to much of what happens in schools.” Where it comes from and what it consists of is open to debate. The guidelines for curriculum development and design usually follow five broad principles:
1 – Promote learning and professionalism
2 – Ensure other subject areas are applied to the chosen profession or vocation
3 – Integrate theory with practice by providing regular tutorials and set study periods for discussion on site
4 – Provide a person-centred approach to teaching and learning
5 – Enable learners to develop professional competence and to capitalise on their proven academic ability
Whatever guidelines are followed it is essential to remember the thoughts of Curzon (2004),...
Module LL222N
“Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised.” Blenkin et al (1992). And so, curriculum is the activities that learners will undertake to achieve certain learning achievements and goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a vast amount of elements that help shape a curriculum and there are many different strategies and approaches to the design and implementation of a curriculum. Changing a set curriculum can be a controversial and bureaucratic process which has to take into consideration what is taught, how to arrange the subject, teaching methods used to deliver it and how the learning of students is assessed. It is due to these factors that the curriculum has to be seen as a multi-faceted entity in itself rather than a collection of different subjects.
Most theorists would argue curriculum defines what happens in an educational setting. Bartlett and Burton (2007) describe it as “a social construction that sits at the very heart of the education system and gives shape and form to much of what happens in schools.” Where it comes from and what it consists of is open to debate. The guidelines for curriculum development and design usually follow five broad principles:
1 – Promote learning and professionalism
2 – Ensure other subject areas are applied to the chosen profession or vocation
3 – Integrate theory with practice by providing regular tutorials and set study periods for discussion on site
4 – Provide a person-centred approach to teaching and learning
5 – Enable learners to develop professional competence and to capitalise on their proven academic ability
Whatever guidelines are followed it is essential to remember the thoughts of Curzon (2004),...