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Curriculum Development for Inclusive Practice

Curriculum Development for Inclusive Practice. Module 8. carol.dennis@hull.ac.uk Dr Carol Azumah Dennis Programme Director Teaching in Lifelong Learning Sector 307a. What is Curriculum Development?. Curriculum definitions National strategy for curriculum development

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Curriculum Development for Inclusive Practice

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  1. Curriculum Development for Inclusive Practice Module 8

  2. carol.dennis@hull.ac.uk Dr Carol Azumah Dennis Programme Director Teaching in Lifelong Learning Sector 307a

  3. What is Curriculum Development? • Curriculum definitions • National strategy for curriculum development • Social construction of curriculum • Influences on curriculum development • Curriculum reform • Context of learners’ curricula within LSS sector

  4. Curriculum Development for Inclusive Practice • What is Curriculum Development • Curriculum philosophies, theories and models • The Curriculum Development process • The Balanced Curriculum • The development cycle • Curriculum development project – support sessions

  5. Part A: Project 1500 words • Identify the key factors which shaped curriculum • Review curriculum theories and models; select and apply models and theories a to your project • Demonstrate ways of facilitating change to improve the inclusiveness of your curriculum • Explain the evaluation procedures which apply to your curriculum development, indicate how they improve the quality of your programme

  6. Part B: Action Plan • Identify areas for future curriculum development and submit in the form of an Action Plan (500 words)

  7. Part C: Commentary • a reflective commentary : personal and professional development during Yr 2  (1500 - 2000 words) • your professional practice file 1 lesson observation: Teaching log (25 hrs) 7 lesson observations: Teaching log (125 hrs)

  8. Group Profile • Please list the diverse curricular areas that each of you work in. • Please list the various employment contexts that you work in. • How do your interests in curriculum overlap / diverge?

  9. Group Activity • In small groups scribe a single statement that defines the concept of curriculum • Read the material I have given you. Agree 2 or 3 other ways curriculum might be used.

  10. Group Activity • Can you differentiate the concept of curriculum from course, syllabus, timetable, programme? • Do colleges or non-statutory providers ‘have a curriculum’ in the way schools do? • Are all activities in an educational establishment part of the curriculum?

  11. What do we mean by Curriculum? • A curriculum may refer to a system: the national curriculum • Aninstitutional area: the vocational curriculum • Or to an individual programme: the colleges' study skills curriculum

  12. Curriculum as Product • Performance: learning history • Unambiguous observable behaviour • A body of knowledge • Transmission (teacher-proof) • Syllabus

  13. Lucy to Charlie Brown: ‘I taught Snoopy (my dog) how to whistle.’ • Charlie Brown : (looks at Snoopy for a few moments; then to Lucy) ‘I don’t hear him whistling.’ • Lucy to Charlie Brown: ‘I said I taught him to whistle. I didn't say he learned!’

  14. Efficient and effective • Why: aims & objectives • What: content or subject matter • How: methods or procedures • To what effect: evaluation or assessment

  15. Curriculum as Process • Competence: becoming a historian • Understanding • Constructed knowledge • Inquiry • The teachable moment

  16. ...a discipline is not a series of knowledge bites to be consumed by the learner, but a body of knowledge with its own logical structure and form ... a syntax

  17. ‘Ideas and action are fused in practice. Self-improvement comes in escaping from the idea that the way to virtuosity is the imitation of others – pastiche [...] in art ideas are tested in form by practice, exploration and interpretation lead to revision and adjustment.’ Stenhouse, L (1975) p 65 An introduction to Curriculum research and development, London: Heinemann

  18. Activity: Curriculum Reform -1990 • 1990: British Baccalaureate • 1991: Training and Enterprise councils • 1991: Education and Training for 21st C • 1992: Further and Higher Education Act • 1992: OfSTED • 1992: GNVQ • 1993: Incorporation of colleges • 1995: FEDA - not just promote but embody • 1996: Dearing review of 16-19 qualifications • 1996: International Year of Lifelong Learning • 1997: Education, Education, Education • 1997: Learning Works • 1999: Moser report • 2000: Learning and Skills Act (ALI) • 2007: Functional Skills • 2008: FLT • 2009: LA & ALF

  19. Activity: Access for All A student enrols on your class who is a) profoundly deaf b) SLDD c)dyslexic How will you make sure she has the support she needs to participate in your class. How might you change your class to enable her to take part. Think in terms of your structure, content, delivery.

  20. both / and instead of either / or

  21. Theory and Practice

  22. [...] ... there is no such thing as the curriculum, there is only a curriculum: it is very specific to a particular situation and to a particular student, and it will vary. For [...] it is an animated conversation on a topic [...] between a learner, someone who is somewhat more expert in a subject [...] and a body of knowledge. Bruner, J p 141 In Search of Pedagogy Vol II The Selected Works of Jerome Bruner Routledge: Taylor & Taylor Group

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