Curriculum
Development for
Inclusive Practice
Module 8
carol.dennis@hull.ac.uk
Dr Carol Azumah Dennis
Programme Director
Teaching in Lifelong Learning Sector
307a
What is Curriculum Development?
 Curriculum
 National
 Social
definitions
strategy for curriculum development
construction of curriculum
 Influences
on curriculum development
 Curriculum
 Context
reform
of learners’ curricula within LSS sector
Curriculum Development for
Inclusive Practice

What is Curriculum Development

Curriculum philosophies, theories and models

The Curriculum Development process

The Balanced Curriculum

The development cycle

Curriculum development project – support sessions
Part A: Project
1500 words
 Identify
the key factors which shaped curriculum
 Review
curriculum theories and models; select and
apply models and theories a to your project
 Demonstrate
ways of facilitating change to
improve the inclusiveness of your curriculum
 Explain
the evaluation procedures which apply to
your curriculum development, indicate how they
improve the quality of your programme
Part B: Action Plan
Identify
areas for future curriculum
development and submit in the
form of an Action Plan
(500 words)
Part C: Commentary
a
reflective commentary : personal and
professional development during Yr 2
(1500 - 2000 words)
your
professional practice file
1 lesson observation: Teaching log (25 hrs)
7 lesson observations: Teaching log (125 hrs)
Group Profile
◉Please
list the diverse curricular areas
that each of you work in.
◉Please
list the various employment
contexts that you work in.
◉How
do your interests in curriculum
overlap / diverge?
Group Activity
◉In
small groups scribe a single
statement that defines the concept of
curriculum
◉Read
the material I have given you.
Agree 2 or 3 other ways curriculum
might be used.
Group Activity
◉Can
you differentiate the concept of
curriculum from course, syllabus,
timetable, programme?
◉Do
colleges or non-statutory providers
‘have a curriculum’ in the way schools
do?
◉Are
all activities in an educational
establishment part of the curriculum?
What do we mean by Curriculum?
◉A
curriculum may refer to a
system: the national curriculum
◉An
institutional area: the
vocational curriculum
◉Or
to an individual programme:
the colleges' study skills curriculum
Curriculum as Product
◉Performance:
learning history
◉Unambiguous
observable behaviour
◉A
body of knowledge
◉Transmission
◉Syllabus
(teacher-proof)
◉ Lucy
to Charlie Brown: ‘I taught Snoopy (my
dog) how to whistle.’
◉ Charlie
Brown :
(looks at Snoopy for a few
moments; then to Lucy) ‘I don’t hear him
whistling.’
◉ Lucy
to Charlie Brown: ‘I said I taught him
to whistle. I didn't say he learned!’
Efficient and effective
◉Why:
aims & objectives
◉What:
◉How:
◉To
content or subject matter
methods or procedures
what effect: evaluation or
assessment
Curriculum as Process
◉Competence:
becoming a historian
◉Understanding
◉Constructed
knowledge
◉Inquiry
◉The
teachable moment
◉...a
discipline is not a series of
knowledge bites to be consumed by
the learner, but a body of knowledge
with its own logical structure and form
... a syntax
◉‘Ideas
and action are fused in
practice. Self-improvement comes in
escaping from the idea that the way
to virtuosity is the imitation of others –
pastiche [...] in art ideas are tested in
form by practice, exploration and
interpretation lead to revision and
adjustment.’
Stenhouse, L (1975) p 65 An introduction to Curriculum
research and development, London: Heinemann
Activity: Curriculum Reform -1990
◉
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1990: British Baccalaureate
1991: Training and Enterprise
councils
1991: Education and
Training for 21st C
1992: Further and Higher
Education Act
1992: OfSTED
1992: GNVQ
1993: Incorporation of
colleges
1995: FEDA - not just
promote but embody
◉
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1996: Dearing review of 1619 qualifications
1996: International Year of
Lifelong Learning
1997: Education, Education,
Education
1997: Learning Works
1999: Moser report
2000: Learning and Skills Act
(ALI)
2007: Functional Skills
2008: FLT
2009: LA & ALF
Top Down
Policy
Funding
Quality
Restructure
National Curriculum
... to strategy
Bottom up
Small scale
Translation
Direct action
Flexible
Responsive
From campaign...
Activity: Access for All
A student enrols on your class who is
a) profoundly deaf
b) SLDD
c)dyslexic
How will you make sure she has the support
she needs to participate in your class.
How might you change your class to enable
her to take part. Think in terms of your
structure, content, delivery.
both / and instead of either / or
total
received
experienced / enacted
negotiated
curriculum
‘a discursive space’
hidden
planned
formal / official
Theory and Practice
◉ [...]
... there is no such thing as the curriculum,
there is only a curriculum: it is very specific to
a particular situation and to a particular
student, and it will vary. For [...] it is an
animated conversation on a topic [...]
between a learner, someone who is
somewhat more expert in a subject [...] and
a body of knowledge.
Bruner, J p 141 In Search of Pedagogy Vol II
The Selected Works of Jerome Bruner Routledge: Taylor & Taylor Group