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

2055 Words Mar 5th, 2012 9 Pages
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

The idea of curriculum has been around for generations. However, the way in which we understand and theorise about the curriculum has changed vastly over the years. The word ‘curriculum’ comes from a Greek word which means ‘course’.
Stenhouse (1975) states that “Curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that is open to critical scrutiny and capable of effective translation into practice”.
There are three ways of approaching curriculum theory and practice: 1. as an attempt
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It adopts a holistic approach to human existence through investigations of meaning, values, freedom, personal responsibility, human potential, spiritually and self-actualisation. The principals that the teacher adopts in the classroom include fairness, equality, diversity, inclusiveness which are all aimed at motivating the student to achieving their full potential. .
Over the last few years the government’s focus has been on learning outside the classroom and the Lifelong Learning Sector has expanded over the last few years.
Watson and Taylor (1998) state, “It has become fashionable to describe UK higher education as having shifted over the past decade from an ‘elite’ to a ‘mass’ system”.
Lifelong learning is all learning activity undertaken throughout life whether formal or informal.
Lifelong Learning as a concept of connecting the various stages of formal and informal learning to formal education became popularised during the 1960s and 1970s.
It is seen as a way of seeking to broaden the concept of education for all, while promoting education for social development and economic growth.
Lifelong learning crosses sectors, promoting learning beyond traditional schooling and through-out adult life. This definition is based on Jacques Delors, (Learning – The Treasure Within, 1996, page 45-47) ‘four pillars’ of education for the future.

Learning to know – mastering learning tools rather

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