Arinze Nwagwu
DTLLS UNIT 7
Assignment 1 & 2
Curriculum Development for Inclusive Practice
ARINZE NWAGWU
Content Pages
The contexts in which education and training are provided 3 - 6
In the lifelong learning sector
Theories, Principles and Models of Curriculum Design on Inclusive learning and 7- 11
Teaching in our learning environment. References 12
1. Understand contexts in which education and training are provided in the lifelong learning sector
Kelly, A.V. (2004) Defines curriculum as all the learning which is planned and guided by the school, weather it is carried out in a group or individually, inside or outside.
This definition refers to the approach used in schools but is equally valid in any academic setting. We could use this application of curriculum theory and practice and refer to the principle sections such as subject and lesson. This allows us to look at three ways of approaching curriculum theory, practice and design in relation to the educational/ training
1. Curriculum as a body of knowledge that is transmitted/ product.
Many people still refer curriculum as a syllabus. "Syllabus" translates from the Greek as “a concise statement”, the contents of a treatise, and the subjects of a series of lectures. In the form that many of us are familiar with it is connected with courses leading to examinations. Where people still associate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It used to be that there were certain skills to master and facts to know. Knowledge was seen as something similar to a product that is manufactured. Generally, one starts knowing nothing, one is taught, and one transmits that knowledge to action. For the most part, this point of view worked for quite some time, as it organized learning quite neatly. There were a
Assignment 1 & 2
Curriculum Development for Inclusive Practice
ARINZE NWAGWU
Content Pages
The contexts in which education and training are provided 3 - 6
In the lifelong learning sector
Theories, Principles and Models of Curriculum Design on Inclusive learning and 7- 11
Teaching in our learning environment. References 12
1. Understand contexts in which education and training are provided in the lifelong learning sector
Kelly, A.V. (2004) Defines curriculum as all the learning which is planned and guided by the school, weather it is carried out in a group or individually, inside or outside.
This definition refers to the approach used in schools but is equally valid in any academic setting. We could use this application of curriculum theory and practice and refer to the principle sections such as subject and lesson. This allows us to look at three ways of approaching curriculum theory, practice and design in relation to the educational/ training
1. Curriculum as a body of knowledge that is transmitted/ product.
Many people still refer curriculum as a syllabus. "Syllabus" translates from the Greek as “a concise statement”, the contents of a treatise, and the subjects of a series of lectures. In the form that many of us are familiar with it is connected with courses leading to examinations. Where people still associate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It used to be that there were certain skills to master and facts to know. Knowledge was seen as something similar to a product that is manufactured. Generally, one starts knowing nothing, one is taught, and one transmits that knowledge to action. For the most part, this point of view worked for quite some time, as it organized learning quite neatly. There were a
References: Jeffs, T. & Smith, M. (1990) pg. 15, Using Informal Education. An alternative to casework, teaching and control. Milton Keynes: Open University Press Jeffs, T Tyler, R.W. (1971).Curriculum Development in Twenties and Thirties. Chicago: University of Chicago press. Bruner, J (1960) the Process of Education, Cambridge, Mass: Harvard University Press http://www.simplypsychology.org/learning-kolb.html (Accessed February 2014) http://www.udlcenter.org/sites/udlcenter.org/files/guidelines.pdf (accessed February 2014) http://www.nrdc.org.uk/anr_details.asp?ID=135 (accessed January 2014) Kelly, A.V. (2004), the Curriculum Theory and Practice -5th Edition. London: Sage publications http://www.literacytrust.org.uk/support?gclid=CJTt7q-rj70CFTTItAodd2gAcA (Accessed January and February 2014) Steinhouse, L. (1975), An Introduction to Curriculum Research and Development. London: Heinemann http://www.lancaster.ac.uk/fass/doc_library/edres/hamilton_07_esol_policy_and_change.pdf (Accessed January 2014 and April 2014) http://www.literacytrust.org.uk/socialinclusion/adults/moser.html (accessed January and April 2014)