Curriculum_Development_and_Inclusive_Practice

Curriculum Development For Inclusive Practice Module LL222N “Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised.” Blenkin et al (1992). And so, curriculum is the activities that learners will undertake to achieve certain learning achievements and goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a vast amount of elements that help shape a curriculum and there are many different strategies and approaches to the design and implementation of a curriculum. Changing a set curriculum can be a controversial and bureaucratic process which has to take into consideration what is taught, how to arrange the subject, teaching methods used to deliver it and how the learning of students is assessed. It is due to these factors that the curriculum has to be seen as a multi-faceted entity in itself rather than a collection of different subjects. Most theorists would argue curriculum defines what happens in an educational setting. Bartlett and Burton (2007) describe it as “a social construction that sits at the very heart of the education system and gives shape and form to much of what happens in schools.” Where it comes from and what it consists of is open to debate. The guidelines for curriculum development and design usually follow five broad principles: 1 – Promote learning and professionalism 2 – Ensure other subject areas are applied to the chosen profession or vocation 3 – Integrate theory with practice by providing regular tutorials and set study periods for discussion on site 4 – Provide a person-centred approach to teaching and learning 5 – Enable learners to develop professional competence and to capitalise on their proven academic ability Whatever guidelines are followed it is essential to remember the thoughts of Curzon (2004), “Significant learning takes place when the subject matter is perceived by the student as having relevance for his own purpose” So however in depth the theories relating to curriculum are the basics must always be considered. The curriculum is usually based on the organisational needs of learning and objectives. Additional consultations with external agencies such as awarding bodies may be necessary to give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. The work of Wilson (2009) emphasises the curriculum choices in the FE (Further Education) sector are now principally influenced by funding and that funding is now demand led. The funding bodies’ research what the economy requires to meet employment and social needs. These financial backing bodies will only fund what they regard as essential, employers have to fund their schooling and individuals must shell out for their own. Coffield (2008) suggests that “not everything demanded can be afforded“ and also argues the question “who is making the demand'” Once the above has been established the educational organisation will supply the syllabus or course content to shape the curriculum. If the course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners. Any modification of the curriculum needs to be completed before the course starts to best benefit the learning process of the student and meet the range of learning needs in the class. There are many models which affect the delivery of curriculum or the way a teacher attains the end result that should and could be delivered to the learners. The product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are normally there is a general statement of intent and the main aim of this is to avoid amibiguity or a lack of direction. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated there is a guideline for curriculum development that the interacting influences of organised scholarship, the learner and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives' 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme' 4. How can this programme be evaluated' The Tyler theory is the most influential model of all in preparation of curriculum. It factors in the needs of society at the time of development and the needs of the learner, which should be imperative. The ever evolving social psychology of our society must be accounted for and what are the educational targets to be attained. The focus should be related to previous learning and experiences and then after analyse the factors of how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will directly influence a student's life. It can set the foundations, the attitude towards knowledge and the social experiences needed to improve the future of the learner. Aims and objectives should be set within in the competency framework which over time changes with legislation and regulations. The learning experience should be built into the curriculum and allow for the depth and complexity of the subject, ensuring it all supports the requirements of the learner and their educational needs. Then the course needs to be evaluated and dissected to clarify if the key objectives have been attained. Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative with the findings summarised and these results should formulate part of the curriculum development documentation. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain' cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity' on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teacher's activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must' and ‘should' be covered as well as ‘what' could be delivered. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. This sets out in advance for the teacher what is going to be planned and what goals should be targeted prior to the subject being taught. Stenhouse (1975) challenged that teachers need to be realistic regarding the curriculum to ensure that there is a balance between the ‘intentions and realities' of the curriculum design. This should ensure the best outcomes for their students. He also adds, “I believe there is a tendency…for academics in education to use the objectives model as a stick with which to beat teachers.  'What are your objectives'' is more often asked in a tone of challenge than one of interested and helpful inquiry.  The demand for objectives is a demand for justification rather than a description of ends... It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. “ Due to these possible conflicts it is impossible to know if the curriculum design has achieved all the education goals until the there is an evaluation at the end of the course. It could be as basic as how many pass grades and how many failures. However, some form of post-curriculum analysis must take place. In 2001, DDA (Disability Discrimination Act). was introduced meaning that teaching must always be inclusive, counting for the needs all of learners. The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. It is imperative to ensure that all students are able to access the curriculum therefore it is important to consider the curriculum content as well as the teaching and learning practices used within a design. With regards to the design of the Mathematics curriculum we have to consider certain factors. The focus for Mathematics has been described by Houtkoop and Jones (1999) as, “The ability to interpret, apply and communicate...in four domains: everyday life, work situations, societal and community situations and further learning.” Realistically in Mathematics in Further Education the curriculum must consider that, “... adult learners bring with them poor perceptions of mathematics, re-inforced by negative attitudes arising out of their experience of school mathematics and pedagogical practices.” Coben et al (2000). A nurturing of existing knowledge, sometimes known as ‘invisible’ Maths as well as the objectives of the course should heavily influence the curriculum. Consultations amongst governing bodies, exam boards and teachers themselves should help identify any problems within the curriculum design whilst meeting the needs of the organisation, the syllabus and learners. Teachers can be seen as a weak link in delivering the syllabus that accompanies the curriculum but ongoing evaluation with the use of reflection and feedback should allow the teacher and student to continually adjust and improve their work whilst recording records that the governing bodies can monitor. As well as Ralph Tyler's Basic Principles of Curriculum Instruction (1949) another model that is regularly used is the process model by Laurence Stenhouse, An Introduction to Curriculum Research and Development (1975). This was mentioned earlier and he emphasises teachers role, stating they have to have a high level of professionalism and competence in their specialist subject area. Stenhouse draws comparison to making a cake where there may be a recipe but until it is made the taste/results will not be known. In conclusion, it is important that the teacher is involved in all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development, looking to give depth to the delivery. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. And can be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishment. Curriculum should also provide a tool for examining the quality and completeness of the curriculum's components such as instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through ongoing analysis it will help to determine the uniformity of message between the curriculum theory and its practical application in the classroom. Ultimately curriculum must remain a positive force in education, it must replicate the reality of the teaching and learning environment, and ultimately it must benefit the learner. Bibliography: Blenkin et al (1992), Change and the Curriculum, Paul Chapman Publishing Ltd. Steve Bartlett and Diana Burton (2007), Introduction to Education Studies, Sage Publications. Curzon, L. (2004), Teaching in Further Education: An Outline of Principles and Practice, 6th edition London. Coffield, F, (2008), Just Suppose Teaching and Learning Became the First Priority, London: LSN Houtkoop, W. And Jones, S. (1999), Adult Numeracy: An International Comparison. Goldsmiths College, London. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman. Coben et al (2000), Perspective On Adults Learning Mathematics Research and Practice, Kluwer Academic Publishers, London.