Module: Curriculum Development for Inclusive Practice
Name: Vicki Bootland
Student ID: 165883
Tutor: Janis Noble
Curriculum Development for Inclusive Practice
The word ‘curriculum’ originates from the chariot tracks in Greece. In Latin ‘curriculum’ was a racing chariot; and ‘currere’ was to run. Therefore it was a course. ‘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, pg 23). 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. In both day opportunities and the training department of South Tyneside Council for whom I work, the curriculum is designed around the objectives set by my employer.
There are many models of curriculum which affect the delivery of the specific subject, the way in which a teacher must deliver to the learners and the way in which a teacher should attain the end result. Probably the most well-known curriculum model is ‘Ralph Tyler’s Objectives Model’. This was clearly a prescriptive model which sets out what a teacher should do. The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society and the time of development and the needs of the learner should be imperative. Tyler organised his model into four fundamental questions, which he stated should be answered when designing a curriculum; What educational purposes should the school seek to
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