Dtlls Unit 6
Unit 6
Curriculum development for inclusive practice.
Firstly I am going to look at the range of contexts in which education and training can be provided in the lifelong learning sector. I also aim to look at how the curriculum on offer may differ according to the educational or training context. By looking at my own curriculum I intend to look at ways it may vary according to the context in which it is delivered and give an example of a situation that forced the curriculum to change in one of my own teaching sessions.
The application of theories, principles and models of inclusive curriculum when designing courses and the putting of these into practice along with suggestions of how to change and improve the curriculum will be looked at in this section of the essay. I will also examine how equality and diversity can be built into the curriculum design and become an integral part of the curriculum as well as the way our social, economic and cultural differences affect teaching and qualifications in my specific teaching area. It is also important that we look at how we can contend with any prejudice which may occur in the classroom.
Lastly I will look at how these curriculum theories, principles and models are used to assist me teach in my own area. Also, I will judge the strengths and weaknesses in my curriculum design and how this could be changed to improve its effectiveness. I will also look at the strengths and weaknesses in the design of the curriculum from which I teach.
The range of contexts that the Life Long Learning cover are in place as a result of a government policy following a green paper “The Learning Age, a renaissance for a new Britain.” by David Blunket (DfEE 1998) that states ”learning enables people to play a full part in
Curriculum development for inclusive practice.
Firstly I am going to look at the range of contexts in which education and training can be provided in the lifelong learning sector. I also aim to look at how the curriculum on offer may differ according to the educational or training context. By looking at my own curriculum I intend to look at ways it may vary according to the context in which it is delivered and give an example of a situation that forced the curriculum to change in one of my own teaching sessions.
The application of theories, principles and models of inclusive curriculum when designing courses and the putting of these into practice along with suggestions of how to change and improve the curriculum will be looked at in this section of the essay. I will also examine how equality and diversity can be built into the curriculum design and become an integral part of the curriculum as well as the way our social, economic and cultural differences affect teaching and qualifications in my specific teaching area. It is also important that we look at how we can contend with any prejudice which may occur in the classroom.
Lastly I will look at how these curriculum theories, principles and models are used to assist me teach in my own area. Also, I will judge the strengths and weaknesses in my curriculum design and how this could be changed to improve its effectiveness. I will also look at the strengths and weaknesses in the design of the curriculum from which I teach.
The range of contexts that the Life Long Learning cover are in place as a result of a government policy following a green paper “The Learning Age, a renaissance for a new Britain.” by David Blunket (DfEE 1998) that states ”learning enables people to play a full part in
Bibliography: Hirst,P.H.(1974) Knowledge and the Curriculum, London: Routledge and Keegan Paul. Stenhouse , L (1975) An Introduction to Curriculum Research and Development. London: Heineman. Blunkett, D (1998) The Learning Age :a renaissance for a new Britain. Green Paper. The Stationary office. http://www.oise.utoronto.ca/research/edu20/moments/1949 tyler. html -accessed 26/2/09 http://inside.msj.edu/academics/faculty/westm/curriculumtheorists/newspaper2htm. - accessed 26/02/09 Tyler, R. (1971) Basic Principals For Curriculum and Instruction. Chicago: University of Chicago Press. Dewery, J. (1915) The School and Society. Chicago: University of Chicago Press. Teaching and Training in Post- Compulsory Education 3rd Edition. Armitage, Bryant, Dunnill, Flanagan, Hayes, Hudson, Kent, Lawes, Renwick.