Unit 6 Curriculum Development for Inclusive Practice The dictionary defines as curriculum as , the government defines it as , teachers will

l say that it is the set of courses, and their content, offered at a school or university. , different definitions for the same process, the guides line, structure and the way inn which a subject is taught to ensure that a student gains understanding of a subject. John Ker defines curriculum as 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983 P10 A more flexible approach to curriculum design with emphasis on individual development and inclusion seem to be a current development with in education establishments in fact Legislation in the UK prohibits discrimination in education and supports inclusive education. The UK also has obligations under international human rights law to provide inclusive education for all . Equality Act 2010 giving rise to a more Inclusive curriculum to minimise the barriers to learning that students can face by reducing and removing any barrier whilst assisting all students to participate to their full potential l'By "inclusive learning", therefore, we mean the greatest degree of match or fit between the individual learners' requirements and the provision that is made for them.' http://www.csie.org.uk/inclusion/index.shtml With all the policies and procedure, agencies and boards it is important that a tutor develops a curriculum correctly, using theories , ideologies and models already developed to guide them. Scrimshaw (1983: 6) identifies an educational ideology as a 'system of beliefs that gives general direction to the educational policies and activities of those who hold these beliefs'. He distinguishes between five contemporary educational ideologies Progressivism ,Instrumentalism,

Reconstructionism Classical,and Liberal humanism. Scrimshaw, P. (1983) A number of curriculum models as also available when designing a course four main models exist Product, Process. Cultural and content Curriculum as Product. Knowledge is seen as the product, the student starts knowing nothing at all, the teacher inparts the knowledge, the knowledge is transmitted into action. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the

students' pattern of behaviour, it becomes important to recognise that any statements of objectives of the school should be a statement of changes to take place in the students. (Tyler 1949: 44) The product model is commonly used as it can organize learning very neatly as it follows a series of steps Taba 1962) (appendix one) Curriculum as Process, Lawrence Stenhouse (1975) produced one of the bestknown explorations of a process model of curriculum theory and practice. He defined curriculum tentatively: "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice." Curriculum as Situational. Curriculum is what actually happens in classrooms, that is an ongoing social process comprised of the interactions of students, teachers, knowledge and milieu. (Catherine Cornbleth, 1990) the situational or context encourage a deeper understanding of what influences the students and teacher whether it is. Economics, social structure, family dynamics, power struggles, and the rest contribute to the learning process so must be included when designing a curriculum. Currently I teach with a number of curriculum area all within a Information technology Umbrella, Primarily I teach adult learners on short intensive courses moderated by Edcc which cover a number of subject i.e. word processing, spreadsheets, web design and digital photography each course is roughly 12 hours long and is run for four weeks with a basic, intermediates and advanced level for each subject. I also teach a group of students from the local pupil referral unit (pru) aged between 14 16 often with emotional and education difficulties, I also teach in what could be consider a more main stream education environment, on a btec qualification. Each different groups of students tend to dictate a little to the ideologies that I use to shape the course, for instance adults of a certain age seem to prefer a Classical humanism; teacher is leader this is properly due prior learning experiences schools etc and the different policies, organisations and theories that influences education at the time, and I must confess I one I tend to fall back on more than others. With my

younger students I tend to employ a different ideology liberal humanist, to help them develop and mature as well as educate.

For the rest of this essay I will mainly concentrate on the adult learners and the edcc syllabuses that I teach, which tend to flow a largely linear model as proposed by Tyler (appendix 1), this is mainly due to the intensity of the course and the amount of time allotted to deliver the modules. The syllabus as subjected by the qualifications moderator is just a set of objectives that the student must be able to obtain the qualification and a final evaluation so that the student proves they can obtain these objectives (tylers four principles to a tee). However I should point out that in different context different models should be observed for instance the students from the pru have a wide range of social, economic and educational issues, often the individual student may have issues with home life, bullying, and impoverished background, exclusion from school and attendance problems. I adapt to wheels models and use a cyclical model to introduce new ideas and revisit concepts to ensure that any gaps in knowledge are filled whilst still progressing the course.

To fully explore how I develop a curriculum I will need to concentrate on just one particular course an intermediates edcc in web design (appendix 2). The course currently has 5 students of various ages and social economic backgrounds, three are in their twenties and a hoping to learn new skills either to find work or enhance probability of further college courses, one students has retired and is on the course to pursue interests whilst the final students is in work and just up skilling, none of the students has any particular needs although one students has English as a second language so occasionally conceptual ideas can be difficult to explain, Tomlinson(98) recommend effective teaching as a strategy for inclusion in this case the strategies would be to ensure that language is clear and concise with clear explanation of terms and terminology, with additional handouts to further explain terms.

in order to minimise any problems that may occur due to the different backgrounds of the students .I always ensure that a set of guidelines are negotiated with the students at the induction phase of any course these guidelines cover acceptable behaviour and language for the class as well as college policies( appendix 4) covering equal opportunities and discrimination . College and governmental polices

on inclusion equal opps and discrimination also influence the way handouts, course content and presentations to ensure that a wide range of images and cultural references are used.

Tylers linier model sits very well with course content and the syllabus as stated previously the syllabus is merely a set of outcomes to be achieves to show competence in the subject areas and each session has a set of individual outcomes to help achieve the objectives, whilst this models works as a whole it can have its draw backs for some of my students, because of time constraint not all students always reach the required outcomes for a session, and time does not allow any revisiting other than the very briefest of recap, differentiation is also non existent with in the teaching environment either a students can reach an outcome or they cant . However some differentiation is built in to the course mainly through the use of model the colleges Virtual learning environment (vle) and handouts, the vle has additional exercises, notes and examples, but unfortunately relies on the students to access these resources. This is one area that cpuld do with some refinement I need to students have in a previous course requiested additional handout at the end of each session, thuis would also help in hindsight thaose students who may not have access to the internet away from the college.

Further development that I need to include are making the curriculum more personalised to the students as suggested by the Tomlinson report(98) Pupils are more likely to be engaged with the curriculum they are offered if they believe it is relevant and if they are given opportunities to take ownership of their learning.

Although the Edcc in webdesign is very much outcome and objective orientated as suited to Tylers model a strength due to time constraints , I sometimes feel that students do not gain as much as possible from the course and a merely driven toward the final assessment, there is currently little opportunity for the student to take ownership of the course and develop toward self directing learners. To aid in my abilities to develop my own curriculum planning I intend to take up the following opportunities through cpd to develop and improve. Research and invetigate : personalisation

To understand what personalisation is. To be able to list example of issues that require differentiation and personalisation. To identify and describe a range of methods of supporting learners with different learning needs within a class.

A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them. Finally it includes a programme of evaluation of the outcomes. Taba in Curzon (2004, p185)

Scrimshaw, P. (1983) Educational Ideologies, Unit 2, E 204, Purpose and planning in curriculum, Milton Keynes, Open University Press.

Caffarella, R. S. (1994) Planning Programs for Adult Learners. A practical guide for educators, trainers and staff developers Griffin, C. (1987) Curriculum Theory in Adult and Lifelong Education Grundy, S. (1987) Curriculum: Product or Praxis Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 1958 Knowles, M. S. (1980) The Modern Practice of Adult Education. From pedagogy to andragogy 2e Stenhouse, L. (1975) An Introduction to Curriculum Research and Development Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction Wragg, T. (1997) The Cubic Curriculum

Catherine Cornbleth 1990 Curriculum in context Falmer Press

http://books.google.co.uk/books/about/Curriculum_in_context.html?id=jbmeAAAA MAAJ&redir_esc=y

Appendix Appendix One Curriculum models Curriculum as product Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate, and the ways and means of doing it.

Taba 1962)

Tylers model

Appendix two

eDigital Competence Certificate

Assessment Form
1. Create and Copy Web Pages a. Create a folder. b. Create a web page with a few paragraphs and save to the folder. c. Copy and paste the page, into the folder and rename it so you now have two pages. 2. Set Page Margins a. Set the top margin of the pages to 50 and the left margin to 30. b. Save the pages. c. Open the pages in your browser and check that the margins are showing correctly. 3. Add Image and Set Attributes a. Add a gif or jpeg to one of the pages. b. Give the image a border of 1. c. Set the Alt. Text with some text to describe the image. 4. Wrap Text around Image a. Align the image to the left of the text. b. Set the H space to 10. 5. Link Pages a. Create a text link on both pages so that they link to each other. b. Make the inserted image into a link to the other page. c. Test the links. 10.Print Page and Page Source a. Print the entire page. b. Select one paragraph of text on the page and print only the paragraph. c. View source and print HTML code. d. Write your name on all print outs. 9. Prepare Page to Go Live a. Spell and grammar check your page. b. Save your page. c. Refresh the page in your browser. d. Check that all of the links are working. 7. Add a Comment a. Insert an HTML comment tag in your page. b. Make a note to yourself inside the comment tag. 6. Set Link to Open Page in New Window a. Select one of the links on either page. b. Set the target attribute to _self. c. Test that the link opens in a new window and close the window. 8. Use Lists a. Make a list of three numbered tasks using an ordered list. b. Make an unordered list with three list items. National Inter-Action Trust Ltd

The Assessor should tick the square in the bottom right hand corner of each task box when the candidate has finished that task correctly. Complete the information below in PRINTED CAPITALS and finally, all sign.

Candidates Surname ................................................................................................... First Name ..................................................................................... Candidates Signature .................................................................................................. Date of Birth . Candidates Email address . M

please

tick Name of Centre ... Centre I.D. .. Date . Name of Assessor ..... Assessor's Signature ....
By giving us your email address you consent to us sending information and updates about the eDCC certificate scheme to such email addresses. We do not pass your information to any other organisations other than to administer the account. You may opt out from receiving such information by email at any time by emailing: info@edcc.org.uk. You can visit our website at www.edcc.org.uk/privacy for full details of our privacy policy. Copyright NIAT Ltd 2011 Registered Charity No.1072067 Registered Company No. 3429618 Version 2011

PROJECT WEB DESIGN INTERMEDIATE LEVEL 2011

Appedix 4

EQUAL OPPORTUNITIES POLICY STATEMENT

Stafford College will meet learner needs and aspirations through excellence in education and training

CORPORATE AIM

To provide an inclusive college committed to the principle of equality and diversity.

1.

GENERAL EQUAL OPPORTUNITIES POLICY STATEMENT

Stafford College is committed to the implementation of a policy to achieve equality of opportunity for all staff and students while responding to the needs of the community it serves. Therefore, the College will actively work to achieve equality regardless of, for example, age, race, skin colour, disability, gender, marital status, sexual orientation or faith. The College will ensure that all concerned parties including governors, staff, students, agents and sub-contractors are aware of the policys existence and of their rights and responsibilities under the policy and the law.

In implementing this policy the College undertakes to observe the legal requirements placed on it through current government legislation and to take account of current best practice. For example, from December 2003 it has been unlawful to discriminate against, harass or victimise an individual on the grounds of sexual orientation, religion or belief. From October 2006 it will also be unlawful to discriminate on the grounds of age. 2. SPECIFIC POLICY STATEMENTS

The numbers in brackets are the corresponding sections in the Equality and Diversity Code of Practice and Action Plan (QAL/033/000).

2.1 The Corporation is committed to reflecting in its membership the gender balance and ethnic minority representation of the community it serves. 2.2 The desire by the College to serve a diverse community is reflected in its promotional material, advertising and public relations activity (1). 2.3 The process of gaining admission to College programmes will be clearly expressed and structured to allow, wherever possible, ease of access to all students throughout the year where appropriate. Prospective students will be offered support and guidance at all stages (2). 2.4 Stafford College is an open access college that seeks to offer learning opportunities to all, whatever their previous level of achievement (3). 2.4.1 By adapting and modifying the environment and

facilities, where appropriate, the College will strive to make all individuals welcome. 2.4.2 Through teaching and learning activities the College will strive to address the full range of individual learning needs. 2.4.3 Equality of opportunity will be promoted and discrimination tackled so that all learners are able to achieve their potential. 2.4.4 There will be at least one event or activity each year to celebrate diversity. 2.4.5 Offensive material of a discriminatory nature will not be displayed in any part of the College. 2.4.6 College communications and publications (internal and external) will not use language or images which are potentially discriminatory against any group or individual. 2.4.7 A facility will be made available at the main College centre to meet religious needs, subject to anticipated needs and to the availability of resources. 2.4.8 Childcare facilities will be provided at the main College centre, subject to demands and to the availability of resources. 2.4.9 College catering facility menus will reflect the diversity of the College population. 2.4.10The College will comply with the requirements of all current legislation pertaining to the access rights of people with mobility problems. 2.4.11Consideration will continue to be given to the provision of off-site tuition, where appropriate, to meet the needs of disadvantaged groups. Any student, customer or member of staff who feels she/he is being discriminated against for reason of, for example, age, race, skin colour, disability, gender, marital status, sexuality or faith may raise

the matter informally with their personal tutor or the Quality Manager, or formally through the Colleges Complaints Procedure (see paragraph 6.2) (4).

Appendix 5

ADDITIONAL LEARNING SUPPORT POLICY

1. MISSION STATEMENT

1.1

Stafford College will meet learner needs and aspirations through excellence in education and training.

2.

INTRODUCTION TO POLICY

2.1 2.2

Under the Learning and Skills Act 2001 we should have regard for students with learning difficulties and disabilities. Under the Special Educational Needs and Disabilities Act 2001 (SENDA) we have a statutory duty to make reasonable adjustments to avoid students with special education needs and disabilities being disadvantaged in their studies. SENDA is now part of the Disability Discrimination Act.

3.

PROVIDING THE APPROPRIATE LEARNING OPPORTUNITIES

3.1

The College recognises that students have individual learning needs. For Higher Education students there are special arrangements in collaboration with our partner universities. Important The College will try to meet the needs of learners who require additional learning support to overcome barriers to learning. The College will provide an initial assessment test for all full-time students at induction and for part-time students as an option as appropriate. The results will help tutors and students to decide whether the provision of additional learning support would be of benefit. Tutors will encourage students to take up offers of additional learning support. Under the Disability Discrimination Act the College will endeavour to make reasonable adjustments to help disabled learners.

3.2 3.3

3.4 3.5

3.6

Staff will work with the Additional Learning Support Unit to try and provide speedy and appropriate additional learning support whether the need is identified at the start of a learning programme or at any time later on.

4.

STAFF DEVELOPMENT

4.1

Teaching and support staff will have access to an annual programme of staff development to help them identify and deliver effective student additional learning support (including dyslexia assessment). Effective use of information and learning technology (ILT) will be promoted via a rolling programme of staff development and regular upgrades of ILT resources.

4.2