Curriculum_Development_Form_Inclusive_Practice

Unit 5 – Curriculum Development form Inclusive Practice Contents: Unit 5.1 - Critically analyse the significance of theories, principles and models of inclusive curriculum to the design and implementation of programmes of study, within two different contexts.Unit 5.2 - Produce a critical reflection on the significance of these principles, models and theories of inclusive curriculum the planning and delivery of teaching in own specialist area.Unit 5.3 – Produce a written reflection on the impact of these insights on own practice and professional development.Bibliography and References Page:1-567-89-10 Curriculum Development for Inclusive Practice Unit 5.1 – Critically analyse the significance of theories, principles and models of inclusive curriculum to the design and implementation of programmes of study, within two different contexts. This assignment will critically analyse the process of curriculum from the perspective of two different contexts within the military environment, Command Leadership and Management (CLM) and Personal and Community Development Learning (PCDL). This assignment will consider the significance of both contexts in terms of planning and delivery and how they impact on practice. Before identifying the significance of these contexts it is important to look at the contested nature of curriculum. Curriculum as an idea is hardly new, you could argue how we understand and theorise it to fit a particular ideology or period in history is open to debate. Deriving from the Latin “currere” - to run and its associated noun, translated as course, it has come to be broadly understood as following a course of study (Jarvis 1983:245). Interpreting curriculum requires a certain degree of flexibility; numerous definitions exist which only seem to add more weight to the contested nature. One could draw on the correlation of food to define curriculum: “The curriculum is a recipe for learning, what arrives on the plate depends on the perceptive view the teacher has of the ingredients, their range of palate and resources available”. Hillman, 2011 DTTLS Most theorists would argue curriculum defines what happened in an educational setting, where it comes from and what it consists of is open to debate. The “educational setting” of CLM is more defined, specifically designed by Training Development Advisors to prepare soldiers to cope with the in-barracks and operational demands placed upon them. In order to analyse CLM effectively it is useful to consider the following curriculum models: 1. Product (Behaviourist) 2. Process (Humanist) 3. Situational (Both) 4. Knowledge (Cognitivist) The CLM curriculum derives from a “Formal Training Statement” whereby Director Training Army sets out the core, legislative and accreditation requirements to be obtained. The curriculum covers a range of subjects such as learning effectively, motivation theories and understanding how the Army supports UK security policy. Basic skills are measured through the process of written assessments and formal discussions; students must demonstrate knowledge and ability at Basic Skills Level 2. The curriculum is designed to exercise the student’s cognitive domain by “scaffolding” the assimilation of knowledge and information, the effective domain is measured by “attitudinal” lessons such as Equality and Diversity, Values and Standards of the British Army and Cultural Awareness. The curriculum seeks to go beyond simple awareness of values and beliefs, it encourages students to rationalise their attitudes by self-reflection and perhaps change the way they conduct themselves. At first glance one could argue the curriculum is solely aligned to Bloom’s Taxonomy of learning (Curzon 2004:165) however, the curriculum is also influenced by Tyler’s Product (Behaviourist) Model. (Walkin 1990:100) Each lesson within CLM is supported by Instructional Specifications and Enabling Objectives, these provide “guided learning” by stating clear aims and objectives with results that can be measured and achieved. Students demonstrate competence through written tests, formative questioning and classroom discussions. The design and application of the CLM curriculum can also be rooted to Stenhouse’s Process Model, CLM requires students to “use and develop the content, not simply receive it passively” (Armitage et al, 2007:187). The focus is on the “how” of learning and encourages students to link their learning to experiences, allowing them to make informal decisions based on what they have learned. The CLM curriculum also benefits from Lawton and Skilbeck’s Situational Model by focusing on the “cultural context of learning”. (Armitage et al, 2007:188) The current Operational environment drives the requirement to embed counterinsurgency and cultural awareness linked to Afghanistan. You could argue the CLM curriculum is mainly based on the Product Model but draws considerable strands from the others in order to make it relevant, logical and current. The CLM curriculum is best described by Doll “The curriculum of school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and after attitudes, appreciations and values under the auspices of that school” www.multiage-education.com/curriculum One could argue Doll’s definition is not aligned to a Post Compulsory educational setting however, it seems to fit the CLM curriculum as it explicitly refers to the Kolb Learning Cycle (Coles 2004:175) in terms of abstract concepts such as attitudes, appreciations and values, key concepts in the development of the “strategic soldier”. “The era of the strategic soldier is here, the soldier of today must possess professional mastery of warfare, but match this with political and media sensitivity”. Lieutenant General Peter Leahy, Chief of Australian Army Oct 2002 The second area of analyses explores the provision of Personal and Community Development Learning (PCDL), the Learning and Skills Council defines PCDL as: “Learning for personal development, cultural enrichment, intellectual or creative stimulation and for enjoyment”. Curriculum for Diversity Guide 2007 The responsibility for setting curriculum direction to enable the Army Educational Services to deliver PCDL is the function of Director Education Training Services Army; the Directorate dissolves this responsibility for British Forces Germany (BFG) to Educational Training Services Germany. The PCDL curriculum is designed specifically with the German “dynamic” in mind, it considers the cultural and social differences as well as the restricted geographical foot print of BFG. The unique nature of BFG PCDL allows each Army Education Centre to develop and design a curriculum based on tutor availability, their academic attainment, resources, human capital and financial constraints, One could draw comparisons from Every Learner Matters in terms of curriculum development, (for example): 1. Offer flexible and wide-ranging opportunities for learners through cross-partnership (for example, PTLLS/CTLLS through Yeovil College). 2. Citizenship programmes that enable learners to understand their local community (for example, ESOL for Foreign and Commonwealth soldiers or local German language courses). 3. Equal opportunities issues relating to gender, race and disability are mapped with learning programmes so that learners are aware of their importance to the effective working of an inclusive society (for example, re-allocation of resources to allow first floor access, zero tolerance EO&D policy and accreditation mapping for Foreign and Commonwealth learners). Ensuring Every Learner Matter DTLLS 2011 To ensure wider community engagement and opportunity for all, the PCDL curriculum provides learning in the course of academic, vocational and recreational provision. The complex nature of PCDL, the breadth of courses and their categorisation requires application and analysis of the following models of curriculum: 1. Product (Behaviourist) 2. Process (Humanist) 3. Situational (Both) 4. Linear (Humanist) 5. Spiral (Humanist) The academic provision offered through PCDL correlates to Tyler’s model of curriculum (Armitage 2007:186) (for example, the objectives set for German language course allows students to actively participate and contribute to the local community). One could also make comparisons to Lawton’s situational model (Armitage 2007:188) Lawton argues the delivery of curriculum should echo “cultural sub-systems” (for example, specific German language courses targeted at the Royal Military Police in order to encourage and develop cross-party policing with the German Civil Police). This example could also be extended to Stenhouse’s Process Model (for example, the professional ability of tutors to understand the concepts and principles of their own subject ensure learners use and develop the content within the world of work). The interchangeable nature of the PCDL curriculum in terms of vocational and recreational provision could draw comparisons with a negotiated curriculum (Tummons 2011:12). It is not uncommon for PCDL tutors to negotiate course specifics such as assessment methods and modules delivered to suit the wider community (for example, First Aid for infants attracts a large female audience, the logistic requirements of child care, course timings and transport necessitates a level of negotiation). You could argue this style of curriculum draws comparisons with Lawton’s romantic curriculum in terms of originality and freedom (Jarvis 2004:251). This curriculum is more aligned to adult education and Knowles interpretation of andragogy. Correlation between Linear and Spiral Models of curriculum and their relation to Roger’s humanistic approach can also be made as suggested by Curzon: “Significant learning takes place when the subject matter is perceived by the student as having relevance for his own purpose” (Curzon 2004:118) You could argue those learners involved in negotiating their own learning journey find relevance and purpose to their own achievements. One could therefore draw the conclusion that the PCDL curriculum is all encompassing to fit political, social, economic and educational requirements of service personnel and their families. Unit 5.2 - Produce a critical reflection on the significance of these principles, models and theories of inclusive curriculum the planning and delivery of teaching in own specialist area. My reflection has brought me to conclude that the many facets of curriculum development remain ever evolving and contested. It is clear curriculum development is a complex subject that requires continuous reviewing in order to remain effective and which has no unifying theory. The required reading has led me to consider Gagné’s view in 1965 and his concerns of curriculum may possibly remain extant, Gagné argued the teacher and student are at “opposite ends of the log” in the educational system (Gagné 1965:263) Gagné suggests the decisions made that effect the primary function of curriculum must be made by that “tremendously wise” person (the teacher) on reflection, Gagné concerns on who makes decisions for a modern educational system remains a contested issued. One of the key cathartic lessons learnt is that it would be very short sighted to consider only one model of curriculum. The application of several models, or an element of those models should be employed to fit the desired outcome. To employ just one model would prove too restrictive; theories could be interwoven throughout the curriculum depending on the preferred end product. Research has led me to believe curriculum development is a multifaceted process driven by political, social, economic and educational demands. Curriculum cannot afford to remain static, technological advances or change in industrial standards will guide curricula on a continual process of evolution and improvement. I would argue my ability or confidence to develop and design a curriculum has been enhanced by a better understanding of the central themes and relevant theories of curricula. The inception of curriculum within an educational system was driven by the need of the nation aligned to the world of work. I therefore conclude curriculum development is underpinned by plain old common sense, the application of which results in an effective learning programme. Unit 5.3 - Produce a written reflection on the impact of these insights on own practice and professional development. One could argue the “situational analyses” of any curriculum is driven by social, political and economic factors. The impact on the relevance, value or worth of curriculum must be defended by those in authority (as suggested by Gagné) in order to represent the expression of educational ideas in practice. However, one must be mindful what is planned and delivered may not be what is experienced by the learner therefore, what is shaped by different forces and stakeholders must has the desired impact on human capital. The “situational analyses” of the political and military posturing within Afghanistan shapes these forces in order to contextualise the CLM curriculum. The political and military decisions taken reverberate down to the classroom; these drivers shape curriculum and impact directly on human capital. The military situation in Afghanistan today requires a different approach to training and education of soldiers, the operational environment required soldiers to “critically analyse” the impact of their actions. Engaging the enemy runs through most soldiers DNA however, the battlefield of the 21st century requires the “Agile Warrior” to be more politically sensitive to social and cultural difference. Through appropriate curriculum development and design this change in behaviour will allow the British Army to continue to be at the vanguard of counterinsurgency (COIN) strategy. The impact at macro level is clear to see however; just as significant is the repercussive felt at micro level. The focus on CLM delivery and the uplift in students requiring language; cultural awareness and COIN provision directly impacts on resources. What was the expected flow of assets at the beginning of term may not necessarily be available half way through the year. With the shift in priority to the “operational requirement”, classroom re-allocation, staff timetables, cancellations of courses, uplift in cleaner hours and re-evaluation of health and safety policies due to increased through-put all requires consideration and careful negotiation. PCDL provision was not immune to disruption and change, engaging external providers for additional resources, such as classrooms ensured the wider community was not disadvantaged. Operational deployment inevitably effect “pattern of life” within the military community, this change has direct impact on design and development of PCDL curriculum. Data suggests a shift towards female audiences and the requirement for vocational and recreational courses increase however; the political decision to draw down BFG has direct impact on tutor availability. One could argue the return of BFG to UK may raise the requirement for more academic courses that provide accreditation aligned to the work of work. My reflection has brought me to conclude that, the requirement to adapt to an ever-changing world will continue to directly impact the purpose and relevance of curriculum development. The significance of curriculum is argued by Peter Taylor, Institute of Development Studies UK: “If viewed as a list that may be extended almost indefinitely, the curriculum quickly loses it immensely constructive potential”. http://unesdoc.unesco.org 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 Armitage et al (3rd Edition 2007) Teaching and Training in Post Compulsory Education Poland 02 Graft S. A Coles A (2004) Teaching in Post-Compulsory Education Policy, Practice and Values London, David Fulton Publishes Curzon L. B (4th Edition 1990) Teaching in Further Education An Outline of Principles and Practice Oxford Alden Press Gagné M. R (1965) The Conditions of Learning USA, Holt, Rinehaut and Winston Gray et al (2000) Training to Teach in Further and Adult Education Spain Graphy Cems Jarvis P (3rd Edition 2004) Adult Education and Life Long Learning Theory and Practice London Routhledger Falmer Kelly A. V (6th Edition 2009) The Curriculum Theory and Practice Somerset MPG Bodis Group Petty G (4th Edition 2009) Teaching Today A Practical Guide Cheltenham Nelson Thornes Ltd Tummons J (2nd Edition 2010) Becoming a Professional Tutor in the Lifelong Learning Sector Glasgow Bell and Bain Ltd Walkin L (1990) Teaching and Learning in Further and Adult Education Cheltenham Stanley Thornes Wilson L (2009) Practical Teaching. A Guide to PTLLS and DTLLS Chine R R Donnelly Journals Bloom’s Revised Taxonomy Army Education Centre PGCE handout Centre for Studies on Inclusive Education: Inclusive Further Education DTLLS 2011 Command Leadership and Management Formal Training Statement 2011 Curriculum for Diversity Guide NIACE 2007 Curriculum Module: Defining and Understanding Curriculum Models DTLLS Handout 2011 Curriculum Theory and Practice: The Encyclopaedia of Informal Education 2011 Director Education Training Services Army Strategic Direction 2010 Education Training Service Army Personal Community Development Learning Policy 2010 Ensuring Every Learner Matters: Incorporated Colleges DTLLS 2011 Just suppose teaching and learning became the first priority: Learning and Skills Network F Coffield 2008 Review of Soldier’s Career, Education and Training 2007 Review of Vocational Education The Wolf Report DTLLS 2011 The National Curriculum and the role of the primary teachers in curriculum development Gillard D. 1988 The Strategic Corporal: Some Requirement in Training and Education, Australian Army Journal Major L Liddy 2010 Websites www.excellencegateway.org 16 Nov 11 www.multiage-education.com 21 Nov 11 www.qualityresearchinternational.com 30 Sep 11 www.ufed.org 27 Sep 11 http://unesdoc.unesco.org 21 Nov 11