Unit 506 Curriculum Development for Inclusive Practice.
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Unit 506
Curriculum development for inclusive practice.
The increasing requirement for adults to be able to adapt and revolutionize into more flexible workers and learners has led to the concept of lifelong learning becoming particularly important in recent years. This led national policy makers, personal aspirations and research and scholarships to think about formal written curriculums. Partners from government, business, academia, trade unions, public services providers along with the voluntary and community sector are coming together in a process intended to agree on the future direction of lifelong learning policy in the UK. (education, 2005)
The word curriculum has its roots in the Latin word for “track” or “race course”. Today the definition is much wider and includes all the planned learning experiences of a school or educational institution.
It is worth considering that the curriculum appears at different levels. At the first level we have a formal curriculum comprised of broad goals and general approaches to teaching; stressing socio-cultural ideas and models of what schooling should be to demonstrate what students should learn, and encapsulates valued judgements about what sorts of knowledge are considered important, and what attitudes students are expected to emerge with. (Paechter, 2000) (Þórólfsson, 2007)
At the second level we require a hidden curriculum which runs alongside the formal one. The content of the intended hidden curriculum is determined by the values of those working in a particular institution and the structures that they are able to put in place. It is used to remedy clear purposes that concern the educational institution for example: teachers in schools often try to take steps to ensure that the curriculum fosters the development of certain values while discouraging others. They may encourage students to compete or collaborate, to refrain from bullying and to value order, formal knowledge or common sense. (Paechter, 2000)...
Curriculum development for inclusive practice.
The increasing requirement for adults to be able to adapt and revolutionize into more flexible workers and learners has led to the concept of lifelong learning becoming particularly important in recent years. This led national policy makers, personal aspirations and research and scholarships to think about formal written curriculums. Partners from government, business, academia, trade unions, public services providers along with the voluntary and community sector are coming together in a process intended to agree on the future direction of lifelong learning policy in the UK. (education, 2005)
The word curriculum has its roots in the Latin word for “track” or “race course”. Today the definition is much wider and includes all the planned learning experiences of a school or educational institution.
It is worth considering that the curriculum appears at different levels. At the first level we have a formal curriculum comprised of broad goals and general approaches to teaching; stressing socio-cultural ideas and models of what schooling should be to demonstrate what students should learn, and encapsulates valued judgements about what sorts of knowledge are considered important, and what attitudes students are expected to emerge with. (Paechter, 2000) (Þórólfsson, 2007)
At the second level we require a hidden curriculum which runs alongside the formal one. The content of the intended hidden curriculum is determined by the values of those working in a particular institution and the structures that they are able to put in place. It is used to remedy clear purposes that concern the educational institution for example: teachers in schools often try to take steps to ensure that the curriculum fosters the development of certain values while discouraging others. They may encourage students to compete or collaborate, to refrain from bullying and to value order, formal knowledge or common sense. (Paechter, 2000)...