Curriculum Design for Inclusive Practice
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- Date Submitted: 11/06/2013 06:04 AM
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Curriculum Design for Inclusive Practice
I am going to examine the theories, principles and models of curriculum design and implementation, and their impact on teaching and learning. I will explain the significance of equality and diversity and the ability to promote equality within my own practice. I will also make proposals for improvements to my own curriculum with reference to a range of sources relevant to my own practice.
Bradford College is an educational organization within the public sector which operates within the Lifelong Learning Sector (LLS). Learning not only takes place in schools, colleges and universities, but can occur throughout a person’s life and it wasn’t until this module that this was highlighted. Work based learning, distance learning, private training providers, voluntary and prison education are some other contexts within the LLS that delivers education to its learners. The different context in which education sits contributes to the way in which the curriculum is designed and facilitated. There is a critical requirement for differentiation in the way the curriculum is designed for educating learners on an Electrical Installation course in a college compared to a prison as the welfare of its learners would be of the upmost importance. With this in mind the supervision and safe use of tools and equipment would have to be closely and continuously monitored.
I teach Electrical Installation which is made up of equal theory and practical sessions to many diverse learners with mixed abilities, varied ethnicity, gender and age. The learners range from full-time students with limited electrical experience, to part-time students on a modern advanced apprenticeship scheme honing their psychomotor skills on-site. In my opinion this must have an impact on the design of the curriculum to cater for the difference in abilities between the learning cohorts.
The earliest reference to curriculum was exposed by Plato (427-348 BC) who...
I am going to examine the theories, principles and models of curriculum design and implementation, and their impact on teaching and learning. I will explain the significance of equality and diversity and the ability to promote equality within my own practice. I will also make proposals for improvements to my own curriculum with reference to a range of sources relevant to my own practice.
Bradford College is an educational organization within the public sector which operates within the Lifelong Learning Sector (LLS). Learning not only takes place in schools, colleges and universities, but can occur throughout a person’s life and it wasn’t until this module that this was highlighted. Work based learning, distance learning, private training providers, voluntary and prison education are some other contexts within the LLS that delivers education to its learners. The different context in which education sits contributes to the way in which the curriculum is designed and facilitated. There is a critical requirement for differentiation in the way the curriculum is designed for educating learners on an Electrical Installation course in a college compared to a prison as the welfare of its learners would be of the upmost importance. With this in mind the supervision and safe use of tools and equipment would have to be closely and continuously monitored.
I teach Electrical Installation which is made up of equal theory and practical sessions to many diverse learners with mixed abilities, varied ethnicity, gender and age. The learners range from full-time students with limited electrical experience, to part-time students on a modern advanced apprenticeship scheme honing their psychomotor skills on-site. In my opinion this must have an impact on the design of the curriculum to cater for the difference in abilities between the learning cohorts.
The earliest reference to curriculum was exposed by Plato (427-348 BC) who...