I also aim to look at how the auricular on offer may differ according to the educational or training context. The application of theories, principles and models of inclusive curriculum when designing courses and the putting of these into practice along with suggestions of how to change and improve the curriculum will be looked at in this section of the essay. Ill also examine how equality and diversity can be built into the curriculum design and become an integral part of the curriculum as well as the way our social, economic and cultural differences affect teaching and qualifications in my specific teaching area. Lastly will look at how these curriculum theories, principles and models are used to assist me teach in my own area. Also, I will judge the strengths and weaknesses in my curriculum design and how this could be changed to improve its effectiveness.
I will also look at the strengths and weaknesses in the design of the curriculum from which I teach. From January 2005 the lifelong learning UK, became responsible for occupational standards, making sure that all employee in the lifelong learning sector where competent. This was until March 2011 when the responsibility was given to earning and skills improvement service, (LSI) and LUG closure, (Excellence Gateway Supporting Skills and Improving Practice, 2013).
There are 16 standards that they are responsible for including the following sectors within the KICK, they are: Further Education Work Based Learning Community Learning Development (including Youth Work, Community Development) Career Guidance Libraries, Archives, Records Management and Information Services L SIS works in partnership with The National Curriculum assessments function is now performed by the Standards and Testing Agency (SAT), (Education, 2013), ho have recently taken over the, Qualification Curriculum Development Agency, (CA) and are responsible for standard of assessment for the early years and up to Key stage 3.
L SIS are also involved with the Skills Funding Agency; the Department for Business, Innovation and Skills; the National Union of Students; the National Improvement Partnership Board and the Office for Standards in Education, (Learning and Skills Improvement Service, 2013). The Oxford English Dictionary define curriculum as: “a course; specifically, a regular course of study or training, as at a school or university”. (Autumns. 012:4). One of the 16 standards that LSI is responsible for is Further Education, (FEE) who have learners from the age of 16 upwards, adult and even mature students.
At FEE College they tend to offer a wide range of academic qualifications and vocational and is more geared towards the product model, Tyler 1949, (Autumns, 201 2), as the FEE approach to curriculum is the objectives are set, a plan drawn up, then applied, and the outcomes (products) measured and is more of a formal method of education, (Smith, 2000). Another standard that LSI looks after is Work Based Learning, which is what I errantly teach.
The program we run for the work based learning is Foundation Learning, which is the name given to education provision that delivers from Entry Level to Al and includes a Vocational Qualification, Functional Skills and Personal and Social Develop. The program is offered to 14-19 year olds and is built from units and qualifications from Qualifications and Curriculum Framework, (CUFF) for the Vocational area and Personal and Social Development, so depending on your vocational area will depend on the qualification you have to deliver and the curriculum design.
Work based Learning I would say is predominantly geared towards the Process model, Statehouse 1975, (Nearby, 2003), in this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate and work based learning is also a more of an informal method of education, (Smith, 2000). Work based learning education is highly needed in the more socially and uneconomic deprived areas of the ELK.
Crucially, because those who end up tit lower earnings are those with a lack of skills and qualifications: in other words, deprivation has a negative impact on educational attainment, leaving young people with fewer qualifications and skills which in turn affects future employment, (DEFY, 2009). Therefore them taking up a vocational subject on programmers Such as Not in Education of Training, (.NET). A comprehensive model of work-based learning is illustrated combining explicit and tacit forms of knowing and theory and practice modes of learning at both individual and collective levels.
The model is designed to bring together epistemic contributions which are typically studied in isolation. The learning types produced from the model represent processes, strenuousness, (Nearby, 2003), the intersection of which can contribute to the development of a comprehensive theory for integrating learning and work. The idea of a curriculum has been around for generations. However, the way in which we understand and theorize about it has changed over time. The word curriculum originates from Greek and literally meant ‘course’.
Kerr 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. ” (infer, 2010) All learning is planned and guided, we have to pre-consider what we are seeking to achieve and how we are going to go about it. How we formalize this is the curriculum. This leads us into the 3 ways of approaching curriculum theory and practice. 1. Curriculum as Product 2. Curriculum as Process 3.
Curriculum as Praxis (practice) The Product model The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product hat is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly.
The steps are: 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. (infer. Org:2010) Although the model organisms learning quite neatly it is very Pedagogic and Behaviorism. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher.
This model has also been referred to as the behavioral model, Tyler 1949, (Nearby, 2003). The Process Model have have mentioned the product model is mainly is heavily dependent on the setting of behavioral objectives where as the process model is In this sense curriculum is not a physical thing, but rather the interaction of teachers, students ND knowledge. The process model was developed by Lawrence Statehouse in 1975 and it argued that any curriculum should have 3 components which are:- 1. Principles for planning a curriculum, in terms of content, teaching strategies and sequencing; 2.
Principles for researching a curriculum, in terms of researching and evaluating the experience of both teachers and students, and the context within which the curriculum is delivered; 3. A justification of curriculum which stands uh to external, critical scrutiny (Autumns, 2012:23) The process model calls for learner centered education and the condition in which the learning takes place, which co insides with the humanistic approach to education, Abraham Moscow 1962, hierarchy of basic human needs, (Walker, 2007).
This model is not only humanistic but also draws on the cognitive approach, bloom 1964, (Andy Remarriage, 201 2), placing emphasis on the activities them selves and not just the outcome. The Praxis Model The praxis model, is a development of the process model. While the process model places emphasis on meaning making, it does not make explicit statement about the interest it serves. For instance, it does not make continual reference to elective humanely-being and to the emancipation of the human spirit, Grungy, 1987, (infer, 2010).