Curriculum Design
Curriculum Design for Inclusive Practice
Throughout this essay I will critically analyse the principles and processes of curriculum design, looking at how they apply to my own curriculum. I will look at both formal and informal elements of curriculum and also my own inclusive practice and how effective it is.
Let me begin with the definition of curriculum. The word originated in Greece where it literally meant a course. The running and chariot tracks were the course it related to. In Latin the curriculum was a racing chariot and currere meant to run, Smith(1996,2000). Over the years the curriculum has evolved with political, economic and social environments all having their influences.
According to the New Oxford Dictionary of English (1998), curriculum is described as the subjects that make up a course of study within a school or college. I would argue that a curriculum is followed in more than just a college or school as, for example, learning can be in various work places with internal training needs. Further Education may be accessed in the work place in such forms as National Vocational Qualification studies. This is run by a college who supervises staff, trainees and mentors. The curriculum, I believe, is also more than just the scheme of work or syllabus set by an awarding body. It is an overall educational package which incorporates the whole learning experience including the establishments’ facilities, the engagement with other learners, the tutor and more importantly, I believe, the wider range of life skills that students gain from the course itself. John Kerr (1968) told us that curriculum is all learning carried out in groups or individually, both inside and outside the school environment.
I work for a small private company which supplies training to all care staff within the local Council and other leading organisations, requiring training in either First Aid or Moving and Handling. Our aim is to provide up to date and accurate training for any
Throughout this essay I will critically analyse the principles and processes of curriculum design, looking at how they apply to my own curriculum. I will look at both formal and informal elements of curriculum and also my own inclusive practice and how effective it is.
Let me begin with the definition of curriculum. The word originated in Greece where it literally meant a course. The running and chariot tracks were the course it related to. In Latin the curriculum was a racing chariot and currere meant to run, Smith(1996,2000). Over the years the curriculum has evolved with political, economic and social environments all having their influences.
According to the New Oxford Dictionary of English (1998), curriculum is described as the subjects that make up a course of study within a school or college. I would argue that a curriculum is followed in more than just a college or school as, for example, learning can be in various work places with internal training needs. Further Education may be accessed in the work place in such forms as National Vocational Qualification studies. This is run by a college who supervises staff, trainees and mentors. The curriculum, I believe, is also more than just the scheme of work or syllabus set by an awarding body. It is an overall educational package which incorporates the whole learning experience including the establishments’ facilities, the engagement with other learners, the tutor and more importantly, I believe, the wider range of life skills that students gain from the course itself. John Kerr (1968) told us that curriculum is all learning carried out in groups or individually, both inside and outside the school environment.
I work for a small private company which supplies training to all care staff within the local Council and other leading organisations, requiring training in either First Aid or Moving and Handling. Our aim is to provide up to date and accurate training for any
References: Benbow, C., and Stanley, J. (1983). Academic precocity: Aspects of its development. Baltimore, MD: Johns Hopkins University Press Dewey ,J.(1902) The Child and the Curriculum, Chicago: University of Chicago Press Dewey, J. (1938) Experience and Education, New York : Macmillan http://education.guardian.co.uk/thegreatdebate/story/0,9860,574645,00.html [21/11/10] Gillard D (1988) The National Curriculum and the role of the primary teacher in curriculum development www.educationengland.org.uk/articles/07ncteacher.html [19/11/10] Gilling, C.M Hirst, P. (1974) Knowledge and the curriculum. Oxford: Routledge and Kegan Paul Keating, D. (1976). Intellectual talent. Baltimore: The Johns Hopkins Press Kelly AV (1982) The curriculum: theory and practice London: Harper and Row John Kerr (1968:16) cited in Kelly, A.V. (2004) The Curriculum: Theory and Practice. 5th edition. London : Sage Kitchener, B.A Kitchener, B.A. Jorm,A.F.(2004) Mental Health First Aid Training in a workplace setting : a randomized controlled trial, BMC Psychiatry, 1-8 Lawton D (1980) The politics of the school curriculum London: Routledge and Kegan Paul Macdonald,K.M., Cosquer,C., Flockton,A. (2008) Mental Health First Aid-Hull:An Evaluation of the Impact of MHFA training in Kingston Upon Hull. www.mhfaengland.org.uk [21/11/10] Pearsall, J., Hanks, (1998) P.The New Oxford Dictionary of English Oxford University Press Inc.: New York Plowden (1967) Children and their Primary Schools Report of the Central Advisory Council for Education (England) London: HMSO (15/11/10) Smith, M Skilbeck M (1984) School-based curriculum development London: Harper and Row Stenhouse, L Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press VanTassel-Baska, J