Education and Curriculum

3981 words 16 pages
Diploma in Teaching in the Lifelong Learning Sector DTLLS

Module: Curriculum Development for Inclusive Practice

Code: LL222

Year: 2009/2010

Name: Vicki Bootland

Student ID: 165883

Tutor: Janis Noble

Curriculum Development for Inclusive Practice

The word ‘curriculum’ originates from the chariot tracks in Greece. In Latin ‘curriculum’ was a racing chariot; and ‘currere’ was to run. Therefore it was a course. ‘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, pg 23). And so, curriculum is the activities that learners will undertake
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Due to this model concentrating on course content, relevant knowledge and skills that can be learnt and applied, rather than ‘...simply receiving it passively...’ (Armitage et al, 1999 pg 170), this model concentrates on teacher’s strategies, learning conditions and learner activities. Consequently, students benefit from what should and must be delivered, as well as what could be added for benefit of the student. Therefore it can be related to the Disability Awareness course that I deliver, where students are taught ‘disability etiquette’ which is a transferable skill that can be related to their employment as well as personal life. To reach the affective domain, which is suggested by Stenhouse (1975) for the process model, I use an simulation/role play where students use disability aids to recreate having a specific disability i.e. using a wheelchair (physically disabled), using blacked out glasses (sight impaired) and ear defenders (hearing impaired).
Many of the theories and models identified above are a linear curriculum where topics are visited after one another. Another theory is Jerome Bruner’s (1971) ‘spiral curriculum’. As Neary (2003) explains ‘...various topics within the subject are studied at a

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