Post on 24-Dec-2015
Curriculum Development for Inclusive Practice
Module 8
carol.dennis@hull.ac.uk
Dr Carol Azumah Dennis
Programme DirectorTeaching in Lifelong Learning Sector
307a
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
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
Part A: Project1500 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
Part B: Action Plan Identify areas for future curriculum development and submit in the form of an Action Plan
(500 words)
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)
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?
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.
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?
What do we mean by Curriculum?
◉A curriculum may refer to a system: the national curriculum
◉An institutional area: the vocational curriculum
◉Or to an individual programme: the colleges' study skills curriculum
Curriculum as Product◉Performance: learning history
◉Unambiguous observable behaviour
◉A body of knowledge
◉Transmission (teacher-proof)
◉Syllabus
◉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!’
Efficient and effective
◉Why: aims & objectives
◉What: content or subject matter
◉How: methods or procedures
◉To what effect: evaluation or assessment
Curriculum as Process◉Competence: becoming a historian
◉Understanding
◉Constructed knowledge
◉Inquiry
◉The teachable moment
◉...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
◉‘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
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
Top DownPolicyFundingQualityRestructureNational Curriculum... to strategy
Bottom upSmall scaleTranslation
Direct actionFlexible
ResponsiveFrom campaign...
Activity: Access for AllA 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.
both / and instead of either / or
curriculum‘a discursive space’
negotiatedtotal
receivedexperienced / enacted
hidden
plannedformal / official
Theory and Practice
THEORETICAL PRACTICAL PRODUCTIVE
syllabus process product
praxis
◉[...] ... 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