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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...