Essay about Curriculum design & Inclusive Practices

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

Curriculum was developed the late 80s out of an aim to make learning more balanced and

Wiggins & McTighe (2005) said it best “teachers are designers” and we need the right to craft our curriculum and learning experiences to meet specified purposes (Pg. 13. Ch. 1). We are all teaching different students, in different cities, in different states; all of whom that have individual strengths and weaknesses, come from various homes, a multitude of diversified backgrounds, who speak different languages and all of whom who have experienced their lives in different manners. I have been teaching for well over 11 years, and I have never once modified my teaching to meet the needs of a curriculum, I always have and will continue to adapt the curriculum to meet the needs of my students.

A world in which: data is promptly and effectively available; where change is rapid to the point that conventional techniques for preparing and training are absolutely insufficient; teach based information is wrong to get ready for living in current groups and work environments; learning is progressively adjusted to what we do; present day authoritative structures require adaptable learning hones; and there is a requirement for promptness of learning. In light of this condition there have risen some imaginative methodologies that address the insufficiencies of the educational and andragogical

It is important to have a coherent curriculum; whether the curriculum needs to be created or is created. When creating curriculum, a teacher must formulate in such manner that it is vertically and horizontally aligned. In my classroom, I plan to incorporate vertical aligned curriculum by reviewing the materials that students gained knowledge of the year before. Then, I would approach horizontal alignment in my teaching by using a book that demonstrated the many different disciplines. This would support the students’ comprehension of numerous aspects of the created curriculum. Another teaching strategy I would utilize in my classroom is cross-disciplinary teaching. Students will benefit from cross-disciplinary teaching because they will be more

The debate surrounds Australian education curriculum has become one of the most critical topics by educators. According to Kelly (1999), curriculum can be, and is, used, for many different types teaching program. Kerr also 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: 10; see also, Kelly 1999). These educational curriculums will not only focus on how different curriculums are planned, but on the essence of curriculums that will ensure what have been planned are justifiable in educational term. Therefore, it is important for educators and teachers to identify teaching curriculums that

The notion of curriculum is as vibrant as the fluctuations in the thought of society. In its narrow sense, a curriculum is merely a sorting of themes to be inculcated in school. In a complete sense, it implies the full learning involvement of individuals, not only in schools but in the community as well. Wider contexts underpin the execution of curriculum and reflect on the development of its content. These contexts require many considerations if the curriculum is to be effectively implemented. Many explanations scaffold curriculum. Therefore, the very notion of curriculum is, at times, considered fragmentary, elusive and confusing. However, light is shed on the meanings of curriculum through views, pedagogies, and political and cultural experiences (Caughley, 1928; O’Neill, 2005).

The Individuals With Disabilities Education Act (IDEA), as amended in 2004, does not require inclusion. Instead, the law requires that children with disabilities be educated in the "least restrictive environment appropriate” to meet their “unique needs.” And the IDEA contemplates that the "least restrictive environment" analysis will begin with placement the regular education classroom.

During the first three decades of the twentieth century, the progressive era had catapulted curriculum theory into a field of scientific inquiry. Its structure had been differentiated and the curriculum content had been expanded. All changes were created to meet the demands of a newly industrialized and urbanized civilization, and as a result “scientific management” became the guide for the development and implementation of the new curriculum.

Learner centered curriculum is the initial aspect to be examined because of its significance. “In my perspective, curriculum is an academic program which is implemented by educational institutions as a plan for students. It involves courses that are necessary for the development of learning. The importance of curriculum lies in the fact that it is established for students to be aware of what they are supposed to cover and what is expected from them to learn from the course proposed” (Wahba, 2016). Honestly speaking, my perspective about the definition and importance of curriculum has been changed as I thought that it is established for students to be acquainted with the courses they are supposed to cover and what is expected and required from them to learn from the proposed courses only, but I found out that curriculum 's significance has more expanded dimensions. After getting exposed to some theories and getting involved in a rich discussion conducted by my professor in one of the classes of the Holistic Institutional & Individual Development in Higher Education course, I started to change my view and assumptions about the way curriculum should be addressed and new aspects

Curriculum is the system that improves the educational system quality by planning and assessing the teaching program. Marsh and Wilss (2003:13) explain that curriculum is “an interrelated set of plans and experiences that a student undertakes under the guidance of the school”. On the other hand, Brubaker (1982:2) defines curriculum as “what persons experience in a setting."

Thus far, we have focused upon models and approaches for determining the purposes that curriculum should fulfill. Other decisions must be made about how to achieve stated purposes and how best to evaluate progress toward goals intended. The choice of emphasizing purpose and content as a first step in curriculum development is arbitrary. Alan Purves has been building curriculum for over twenty years. When was asked to think about the processes by which he developed and arranged materials to effect learning, he realized that existing models are a fine way to look at curriculum but that they don't tell a person how to proceed any more than a blueprint tells where to begin building a house. Purves knows that curriculum reflects the

The word curriculum derives from the Latin word ‘currere’ meaning ‘to run’ and infers that one of the functions of a curriculum is to provide an outline or plan to enable learning to take place. Curriculum is referred as lesson and / or academic content delivered in school, college, universities and training learners against the set learning outcome or syllabus. Dictionary define curriculum as “the courses offered by a school, but it is rarely used in such a general sense in schools”. Depending how teachers understand meaning of curriculum and I believe curriculum is more than syllabus or content of the course and is integral part of knowledge provided by educators. Therefore I believe curriculum is defined as knowledge what students expect to learn. (Concepts, 2014)

The curriculum development process refers to the systematic organization of the contents teachers will teach student and how teachers should teach and evaluate the content. The development of teaching curriculum is the responsibility of the government, educators, and parents. Today, curriculum development presents the relevant stakeholder with strategic and policy challenges. In practice, a curriculum outlines method and resources needed for teaching and learning as well as the assessment of learners. Therefore, the curriculum plays a critical role in the learning process. The concept of curriculum development is an integral part of education and on which the teaching and learning processes are anchored thus the need to consider the resources for teachers and needs of students to enhance quality in educational outcomes.