Curriculum Design for Inclusive Practice
I am going to examine the theories, principles and models of curriculum design and implementation, and their impact on teaching and learning. I will explain the significance of equality and diversity and the ability to promote equality within my own practice. I will also make proposals for improvements to my own curriculum with reference to a range of sources relevant to my own practice.
Bradford College is an educational organization within the public sector which operates within the Lifelong Learning Sector (LLS). Learning not only takes place in schools, colleges and universities, but can occur throughout a person’s life and it wasn’t ...view middle of the document...
The earliest reference to curriculum was exposed by Plato (427-348 BC) who was the pupil of Socrates and the teacher of Aristotle that set out in some detail, the shape and curriculum of an education system and portrayed the ideal society in The Republic. (Smith, 2009. online) Plato’s ideal state meant that the curriculum was designed to educate the elitist creating a classical humanistic approach for the guardian class. This approach continued into the twenty first century.
My initial thought on the definition of curriculum meant the overall content of what is to be taught, (Atherton, 2009. online.) such as the syllabus; however after some extensive research I believe this not to be the case. In contrast, I consider the curriculum to be much more intense by incorporating activities, experiences and learning opportunities for which the teacher takes responsibility for (Harvey, 2004-9. Online) and what actually happens in the classroom. (Smith, 1996 ,2000. Online) In addition to the formal curriculum explicitly taught, the hidden curriculum is a key attachment to the design of a course and is responsible for the enhancement of effective learning.
“The hidden curriculum refers to the set of rules or guidelines that are often not directly taught but are assumed to be known” (Myles et al, 2004. p.5)
The hidden curriculum is not formally stated within the curriculum but relates to the ethos of the organisation having a positive impact on learning. As part of the curriculum design of an electrical installation course at Bradford College, learners encounter enrichment in order to expand their horizons, freshen opportunities and unlock new experiences. It relates to the comfort of the learners and how safe they feel in their educational surroundings. Enrichment is achieved by incorporating activities that enhance the learner experience including interaction and socialisation between learners. The hidden curriculum is not only integrated within enrichment but can transpire in a simulated workshop environment, learning through observation and body language where the learner “just picks up” knowledge and techniques. (Myles et al, 2004. p.5)
“The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives”. (Tyler, 1918,...