Curriculum Design
Curriculum Design for Inclusive Practice
Postgraduate Diploma (PCET) Year Two
Michael Dickinson, November 2011
Contents Page
Introduction 3
Curriculum 3
Curriculum Design – Influencing Factors 4
Curriculum Design – Linear, Spiral, Thematic 6
Curriculum Design – Ideologies and Models 8
Curriculum – Inclusive? 10
Conclusion 12
Bibliography 14
Introduction
This assignment will analyse the Business Improvement Techniques NVQ Level 2’s curriculum. It will consider its design and the ideologies and models it uses and those that it could use to improve on it, if applicable.
The Business Improvement Techniques NVQ is delivered onsite at the customer’s premises, in the learner’s environment. Although the underpinning knowledge takes place in a classroom environment, the majority of the curriculum’s needs are met through the activities on the shop floor.
The curriculum focuses on increasing the learner’s skills and preparing them to deliver improvements in their workplace whilst being a team player. The typical learner has literacy and numeracy skills around level 1 and can be any age between 19 and 65. The learners complete an initial assessment to identify if any additional support is required to help them meet the curriculum requirements.
Curriculum
Before the Business Improvements Techniques NVQ curriculum can be analysed, it is important to define what curriculum actually means.
There are many definitions of curriculum and as the educational market is so wide and varied, I have not come across a definition that fits the whole of the market. Daresh (p.272, 2007) discusses what teachers and schools choose to do with children in their encounters. Surely the teacher’s or schools actions are inspired by the curriculum and end result is what is required to meet the learner’s needs and thus achieve the outcomes.
Tanner (p.13, 1980) has a good definition as he mentions planned and
Postgraduate Diploma (PCET) Year Two
Michael Dickinson, November 2011
Contents Page
Introduction 3
Curriculum 3
Curriculum Design – Influencing Factors 4
Curriculum Design – Linear, Spiral, Thematic 6
Curriculum Design – Ideologies and Models 8
Curriculum – Inclusive? 10
Conclusion 12
Bibliography 14
Introduction
This assignment will analyse the Business Improvement Techniques NVQ Level 2’s curriculum. It will consider its design and the ideologies and models it uses and those that it could use to improve on it, if applicable.
The Business Improvement Techniques NVQ is delivered onsite at the customer’s premises, in the learner’s environment. Although the underpinning knowledge takes place in a classroom environment, the majority of the curriculum’s needs are met through the activities on the shop floor.
The curriculum focuses on increasing the learner’s skills and preparing them to deliver improvements in their workplace whilst being a team player. The typical learner has literacy and numeracy skills around level 1 and can be any age between 19 and 65. The learners complete an initial assessment to identify if any additional support is required to help them meet the curriculum requirements.
Curriculum
Before the Business Improvements Techniques NVQ curriculum can be analysed, it is important to define what curriculum actually means.
There are many definitions of curriculum and as the educational market is so wide and varied, I have not come across a definition that fits the whole of the market. Daresh (p.272, 2007) discusses what teachers and schools choose to do with children in their encounters. Surely the teacher’s or schools actions are inspired by the curriculum and end result is what is required to meet the learner’s needs and thus achieve the outcomes.
Tanner (p.13, 1980) has a good definition as he mentions planned and
Bibliography: Armitage, A., Bryant, R., Dunnili, R., Hammersley, M., Hayes, D., Hudson, A. and Lawes, S. (1999) Teaching and Training in Post Compulsory Education. Buckingham: Open University Press. Avis, J., Fisher, R. and Thompson, R. (2010) Teaching in Lifelong Learning. Maidenhead: Open University Press Daresh, C. (2007) Supervision as Proactive Leadership. Long Grove Ill.: Waveland Press Hass, G. (1987) Curriculum Planning: A New Approach. Boston, USA: Allyn and Bacon Petty, G. (2009) Teaching Today: A practical Guide. 4th edition. Cheltenham: Nelson Thorns Ltd Tanner, D., Tanner, L. (1980) Curriculum Development: Theory into Practice. New York, USA: Macmillan Wallace, S. (2008) Teaching, Tutoring and Training. 3rd edition. Exeter: Learning Matters Ltd Williams, J. (2006) A Critical Investigation into the Development and Impact of Social Inclusion Policies Upon PCET. [Online]. Available: http://www.leeds.ac.uk/educol/documents/157205.htm