Curriculum Design for Inclusive Practice Task 1
Introduction
There are many different ideas of what a curriculum is; in the Latin definition curriculum was a racing chariot, currere meaning ‘to run’. With this in mind curriculum can literally be translated as ‘a course’.
Taba defines curriculum ‘…usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content……includes a programme of evaluation of the outcomes.’ (Taba, 1962) Therefore the curriculum is a structure or framework of teaching towards a syllabus specification set by an awarding body.
Within this assignment I will be analysing two different teaching contexts, the first is an NVQ Level 2 beauty therapy course taught over 35 weeks to post 16 learners, ranging in age. The second is an ESOL ‘English for learners’ course taught all year round, to 16-18 year olds. Both contexts are taught within East Berkshire College, who describe themselves as ‘a thriving Further Education college based in the south-east. With campuses in Langley and Windsor, we provide over 800 part-time and full-time courses. Our facilities feature the latest technology and skilled professionals dedicated to helping you succeed and preparing you for work and life. And with courses run at 17 venues throughout Berkshire and West London, we are ideally placed to serve you.’ (Anon., 2013).
Although taught in the same organisation the course content for each context is very different thus allowing me to critically analyse them for the purpose of this assignment. Task 1: Critically analyse the significance of theories, principles and models of inclusive curriculum to the design and implementation of programmes of study within two different contexts.
Context 1is taught within East Berkshire College, this is a college of further education offering a range of courses to post 16 learners. NVQ beauty therapy works with a professional awarding body, in this instance, City and Guilds, who set the syllabus specification which is
There are many different ideas of what a curriculum is; in the Latin definition curriculum was a racing chariot, currere meaning ‘to run’. With this in mind curriculum can literally be translated as ‘a course’.
Taba defines curriculum ‘…usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content……includes a programme of evaluation of the outcomes.’ (Taba, 1962) Therefore the curriculum is a structure or framework of teaching towards a syllabus specification set by an awarding body.
Within this assignment I will be analysing two different teaching contexts, the first is an NVQ Level 2 beauty therapy course taught over 35 weeks to post 16 learners, ranging in age. The second is an ESOL ‘English for learners’ course taught all year round, to 16-18 year olds. Both contexts are taught within East Berkshire College, who describe themselves as ‘a thriving Further Education college based in the south-east. With campuses in Langley and Windsor, we provide over 800 part-time and full-time courses. Our facilities feature the latest technology and skilled professionals dedicated to helping you succeed and preparing you for work and life. And with courses run at 17 venues throughout Berkshire and West London, we are ideally placed to serve you.’ (Anon., 2013).
Although taught in the same organisation the course content for each context is very different thus allowing me to critically analyse them for the purpose of this assignment. Task 1: Critically analyse the significance of theories, principles and models of inclusive curriculum to the design and implementation of programmes of study within two different contexts.
Context 1is taught within East Berkshire College, this is a college of further education offering a range of courses to post 16 learners. NVQ beauty therapy works with a professional awarding body, in this instance, City and Guilds, who set the syllabus specification which is
Bibliography: Anon., 2013. About Us. [Online] Available at: http://www.eastberks.ac.uk/about-us/why-choose-us.html Bruner, J., 1966. The Culture of Education. Cambridge MA: Harvard University Press. Grundy, S., 1987. Curriculum: Product or Praxis. Lewes: Falmer. Scrimshaw, P., 1983. Educational Ideologies. Milton Keynes: Open University Press. Stenhouse, L., 1975. An Introduction to Curriculum Research and Development. London: Heinemann. Taba, H., 1962. Curriculum Development: Theory and Practice. Syndney: harcourt publishers group (australia) pty.ltd. Talbot, C., 2004. Equality, Diversity and Inclusivity: Curriculum Matters. Birmingham: Staff and Educational Development Association. Taylor, P. & Richards, C., 1985. An Introduction to Curriculum Studies. Michigan: Nfer Nelson. Wilson, L., 2009. Practical Teaching - A Guide to PTLLS and DTLLS. Andover: Cengage Learning.