Unit 6 Curriculum Development for Inclusive Practice
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Unit 6 Curriculum Development for Inclusive Practice
Within this essay I aim to introduce the definition of ‘Curriculum’ and briefly analyse the differences between the various contexts that curriculum can be offered. I aim to critically analyse the strengths and limitations of three curriculum models; product, jigsaw and process, discussing how some are more inclusive than others. I will compare the VQR Diploma to NVQ’s exploring how they were initially designed and identifying areas which may need improving. Finally I aim to evaluate the approaches that are being undertaken within my own curriculum area to make it more inclusive.
“A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them. Finally it includes a programme of evaluation of the outcomes.”
Taba in Curzon (2004, p185)
Armitage, et al (1999) looks at exploring the curriculum and asks why our courses look the way they look, how they may have developed and how we can understand our courses better in order to help improve the quality of our student’s learning. It also covers definitions of ‘curriculum’ “The curriculum is a formal course of study as at a college, university or training institute” This is a definition with which I agree, or it is “... the public form of attempting to put an educational idea into practice” just a few diverse set of definitions. The definitions range from emphasizing teacher and training planning and planning across an organisation. Key issues in defining ‘curriculum’ include statements of what is to be learned, pointers as to the outcomes of this learning and explanations about the vision behind the curriculum. It has begun to expose and consider our own ideas about curriculum. Goodson (1994, quoted in Armitage, et al 1999) makes...
Within this essay I aim to introduce the definition of ‘Curriculum’ and briefly analyse the differences between the various contexts that curriculum can be offered. I aim to critically analyse the strengths and limitations of three curriculum models; product, jigsaw and process, discussing how some are more inclusive than others. I will compare the VQR Diploma to NVQ’s exploring how they were initially designed and identifying areas which may need improving. Finally I aim to evaluate the approaches that are being undertaken within my own curriculum area to make it more inclusive.
“A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them. Finally it includes a programme of evaluation of the outcomes.”
Taba in Curzon (2004, p185)
Armitage, et al (1999) looks at exploring the curriculum and asks why our courses look the way they look, how they may have developed and how we can understand our courses better in order to help improve the quality of our student’s learning. It also covers definitions of ‘curriculum’ “The curriculum is a formal course of study as at a college, university or training institute” This is a definition with which I agree, or it is “... the public form of attempting to put an educational idea into practice” just a few diverse set of definitions. The definitions range from emphasizing teacher and training planning and planning across an organisation. Key issues in defining ‘curriculum’ include statements of what is to be learned, pointers as to the outcomes of this learning and explanations about the vision behind the curriculum. It has begun to expose and consider our own ideas about curriculum. Goodson (1994, quoted in Armitage, et al 1999) makes...