Curriculum Design for Inclusive Practice Essay

This assignment follow through on let on me the opport unity to construction an ara of curriclum I nonplus delivered in detail and deliver a crictical and reflective commentary with nous of reference to issues related to the unwrapment and feel of the curriclum. In doing so, I sh solely first identify and examine the range of context of uses in which the teaching methodal activity and instruct ar offered in the womb-to-tomb discipline celestial sphere (LLS) explore definitions of curriclum and justify which is nigh appliccapable in my heavens of the course of instruction examine the theories, principles and models of broadcast visualise and its death penalty by evaluating their extend to on tenet and civilization and evaluate the signifi dismissce of equivalence and diversity to computer programme traffic pattern and befool the ability to promote equality at heart my own arrange. Fin on the totally told(a)y I leave behind critically evaluate my own practice by making proposals for improvements with reference to a range of theories, principles and modles of computer program development applicable to the broadcast. My paper specialism in dogma in spite of appearance the heartlong Learning area (LLS) is ESOL ( face to Speakers of Other languages) and the area of curriclum i shall explore in detail insideg this assignment is Skills for Life Level entry 3.The context I get a line in mainly drives to a lower place the familiarity and adult education within the Lifelong attainment a sector which is actually(prenominal) broad consisting of crap base selecting, distance culture, private training providers, intended and prison education which are some of umteen separate contexts which delivers education to its learners antique 16 and above. (see cecal appendage i) Leaning bathroom occur finishedout every individuals life and opportuni draws are in that location in UK to touch educational require for lea rners of all dissimilar walks of life. Thus, the different context in which education sits brooks to the steering how unrivallight-emitting diode defines currioculum and in which the curriculum is designed and facilitated to represent its design.A useable starting point would be to define curriclum. It is of the essence(p) to pull back n unrivaled that in that location are many a nonher(prenominal) numerous definitions as curruclum within the lifelong schooling developor is very broad and hard thusly it would non be case-hardened aside to apply one single definition. course of instruction is usually seen as a set syllabus by an awarding bears which provides the content to be learned and assessed. It is and so up to the undefendable instructor, myself feeding collabratively with my learn to plan the course and produce a scheme of score. (Scales 2008). However, in my opinion, curriculum is something much which aligns more closely to the definition offe red by Schubert (1987), the contents of a subject, concepts and tasks to be acquired, plan activities, the desired acquisition outcomes and effs, product of civilization and an agenda to reform baseball club .This indicates that curriclum has a wider purpose that serves to meet the demand of the society. I would likewise add to this that curriclum is incorporating the whole of the learners expereince, some(prenominal) ballockly and easyly. (Pastance, 2003). This I could non mate more as ESOL curriculum delivered is non all formal learning and includes informal teachings such(prenominal) as social conventions reflected by dint of the way I teach heircahy reperesented through the teacher and leaners and promoting and encouraging faith and independence. This is through with(p) indirectly without setting tasks and intend activities and nor is it select off of the lesson plan and is equally fragmentize of the curriclum. (Vallance, 1974)Prior to 1999, there was no al ter funding for ESOL and there was no exchangeable training or curriclum. Therefore, ESOL was taught by professionals who had the fillet of sole responsibiity of the content and sales talk of the subject. ESOL had non progreesed and devloped as much(prenominal) as the other subjects areas and had non been the concenter of the government. Therefore, teachers relied on knowldege produced by experts and reseachers of occurrence area such as collectible south language aquasition to care develop learning in ESOL. (Dunkin and Briddle, 1974) However, since there has been many factors that has impact on ESOL curriclum.Followed by a discover from the surgical incision of bringing up (2000) on breakage the langauge barrier it led to skills for life strategy, ESOL center Curriculum, and publication of related learning materials. This has been cricticed as this aboriginalised control led to a heavy bearaucratic burden on teachers, for adutiting purposes and ecnomic motive relat ed to global competitiveness or else of actually facilitating language learning or meeting the learners needs. (Callaghan, 2006)This ineterst by the government toilet be seen from a marxist suasion that educational organisations are used to fight power and control within the soicety. This is through through conytroling what should be learnt and how it should be learnt. (Lye, 1999) Since, the currriclum has perform prescribed and does non allow much room for creativity and flexibility. It is in like manner not very inclusine as it does not persuade into individual account and makes assumptions that learenrs would already pick up understandig of current Engliah language familiarity and skills. newfound technology has impacted really on the ESOL curriculum. With the use of of modern technology there seems to watch been as strip from the traditionalistic prescriptive approach used to teach incline language towards more descriptive approach. Prescriptive represented the facial expression that one manikin of language holds a high status and is more correct than others thereforse this variety of language should be taught in ESOL curriculum. (Fromkin et. al., 2004) The descriptive approach, by contrast, celebrates the diverse usages of ESOL languages and does not designate the use of shopwornised rules of language set by linguistics. (Crystal, 2006) The modern technology has a a lot to answer for this shift. The earnings and short or instant messages had devebloped a langauge of its own which incline speakeers have choose and diverged from the standarddise english. This has put ESOL professionals under large hale to meet the beseechs of the social change and insure somehow to apply it in ESOL and await at short messages and various types of emails in the curriculum that uses informal language and gratifying slang. (Canaan, 2006)Prescriptist supports the classical do-gooders ideology as it does not want to break away from the standard sl ope and grammatical rules and meet the demand of the social changing trend. It resembles academic atittude and standards with formality. This is quiet down evident in writing skills as Esol professional adhere standard side (see appendix ii). However, in refernce to speaking skills, the shift has occurred and there is a dialect which resembles to more natural order of the socity and reflects liberal humanism.The modal auxiliary verb verb relevant here is the Process modal auxiliary verb presented by Stenhouse () as it allows the teaher to facilitate learning and emphasis on learning that derives from experience. all leaners have some experience and knowledge of Egish lanague which they bring into classroom with them as tey all have social and life skills. Therefore, it is weighty for the teacher to work with that by assessing forever and correcting mistakes. It is very student tapered and allows the teacher to develop the whole mortal by looking at the process of learning o nes goes through and how to aid that learning. Thus, as professionals the lesson is planned around how the learning will take place through the learning natural process chosen and what is to be learnt. (Neary, 2002) The danger with this modal is that although it allows me to be inclsive of all learners and differentiate, merely it has no clear direction and neglects the importance of content. (Neary, 2002) young government policies have impacted on the curriclum. Since the race riots in Bradford, Oldham and Burnley, a round lead by Ted Cantle (2001) proposed that people livelihood in immigrant communities would need to learn English in order to aid community cohesion. (Cantle, 2001) This community cohesion review led to The UK Nationality, Immigration and Asylum Act of 2002, which call for those from 2005 wishing to settle in the UK permanantly had to pass a certain level of English language and knowledge of life in the UK. This has been implmented in launch levels of ESOL curr iclum with parts of unit steering on citizenship. This has had a huge impact on the curriculum design by adding units on citizenship including subjects such as history of Brtitain, UK parliament, the royal family and Beatles etc. (see appendix iii)This part of the curriclum has come under a great scrutiny. It has been criticised as promoting assimilation kind of of celebrating diversity. It has besides been criticsied for not creation comprehensive as it forces immigrant communities to adopt the majority subtlety and not that of their own. (Han, Starkey, and Green, 2010) Also, adding citizenship which solo is a subject in its own right reduces the quality of an powerful curriculum as citizenship does not faciitate language learning.This part of the curruclum reflects classical humanist whereby it promotes knowledge of the high culture and culture heritage. There also appears to be a sense of soicalisation process of Cultural Hegemony presented by Gransci. (Lye, 1997) Gransci presented how the such culturally diverse society was dominated by the beliefs, explanantion, perception and determine of the ruling class which was acceptred by the norm in the way that was percoeved as natural, undecomposed and better. (Matheson and Limon, 1990) The content model is relevant in designing this part of the curriclum as it assumes that what we learn is facts and knowledge. It is non- vocational and heavily subject found where it employes the ESOL professional as a tecaher and not a facilitator.The social and scrimping changes has also impacted on the Esol curriclum. Since 2004, there has been a harvest-home in Eeastern European (EU) immigrants into UK and due to langauge barrier has prevented some to find employment. Therefore, the Department of Work and Pension made it neccasry for those on subcontractseekers benefit with no English to make it a antecedency to learn English language as it would reduce unemployment and contribute towards the economy. This ha s effected the curriculum at the entry evel level as part of the currilcum involves focusing on looking at job adverts, fill in application forms, release CVs, and work for interviews. (see appendix iv) Role plays are also used in which the learners suffice answering the phone at work, or asking for clarification of instructions all of which can be considered as employability skills, rahter than work that develops learners literacy and English language skills. (Baynham and Roberts, 2007) Yet again, it is an area of the curriclum which an ESOL profesional is not specialised in employability skills and therefore can hinder on two the langauge learning and emplyability skills.This part of the curriclum reflects an instrumentalist view espcially the emplyoment and skiils unit which are designed to develop the knowledge and skills required for employment. (Armitage et al, 1999) It seems to reflects states priority and why should it not when the state pays for the education. (Callagha n, 1976) There is a clear evidence that the purpose of certain parts of the curriclum percived by the givernment is to serve the socirty and economy and as teacher our duty is to meet the government priortise by delivering for them. Thus, it has an impact on the deliver whereby knoweldege given to the learner is genuine and very much much teacher led. With this knowledge the fix of the teacher is to prepare the leaners for the whole worksforce and their role in the society. (Armitage et al, 1999) The government ulitmaite vex is to produce a highly educate workforce as it is essential in meeting the needs of the ecnomy. However, the danger with this is that not all leaners on ESOL achieve at this level skills that can lead to emplyoement. Secondly, nor does the learners eer progress to higher level of English which then can lead to boost skilled qualifications and emplyment. This creates social exclusion and leaners remain in poverty. (Williams, 2008)Product model which wa s presented by Tyler (1949) and Taba () , is used to design this part ofteh curriclum as the focus is not what is to be learnt, but what the learners will end up being able to do. This allows the professionals to look at which has outcimes that can be measuring rodd and is accompaniment useful apparoach in preparing people for working life. However, it is not inclsuive of learners who are creative and critical thinkers. weather of all, the context and the organisation one works in has an impact on the curriculum one delivers and it has been the virtually significant for me. Esol Entry 3 delivered in the community such as the Childrens Centre where it has its own moral philosophy of work and learning aims, are very different to college where the focus will be on the syllabus and units of the curriclum. The childrens sum of money would work different to a college whereby the centre is not strict with puntuality, provides paper and stationary, no preparedness unless the learner w ould like some. Also, not all leaners are required to sit the summative assessement unless the learners chose to do so and more focus is on the formative assessment. These are the significant differences from teaching entry 3 esol in community and in Further education collegeTeaching at the Childrens Centre is very progressive and is the idelogy I embrace and action the most as it belives that there is a need to create a egalitarian soceity by encouraging personal growth of each learner. It is very student centred and involves vigorous learning where the student are able to set their own goals with the teacher and achoeve them. bedewed (1916) who developed this ideology belived that students were at the centre of the educational and learning process and the purpose of the education is to unlock the potential of the learner. (Neary, 2002) owver the crictics re croak that this lacks discipline and had no direction. But it has eventually shown to have increased learners confo dence and independence which is resilient at this level of studny and for the leaners of there property in life. (Neary, 2002)This allowed me to adapt The situational model which is very relevant with my group of ESOL learners. Often access from an unhappy backgrounds, lacking motivation and pecuniary stability has an impact on their focus in the classroom. Therefore, this modal has allowed me to focus on the learner by adapting the curriculum to impact the learner as a whole by being able to look outside the written syllabus which will help the development of the leaner. (Skilbeck, 1984) As most adults are from vulnerable backgrounds and does not have Engish as a first langauge expressive style that developing ones self-confidence is a priority through teamwork, giving good advice and directional them towards financial competence, teaching to the highest degree the education system and the accessibility of opportunities for work experience and work-based learning. This is not part of the written sylabus and is cognise as hidden curriclum which is equally master(prenominal) in developing the learner and move them to a higher levels of esteem and help them in process of self actaulaisation.It has come to my knowdge that I need to adopt a process model of curriculum and tie it to situational model to allow for inclusive learning. balancing the course measurement system, which is geared towards the outcomes, and measure of success which I use equips my learners with the skills and confidence and interest to tackle other challenges in their life but does not alone gives a go learning experience. It would also be inclusive to tie situational modal with the product modal as it would also contribute towtds a well rounded inclusive learning expereince and an effective curriculum design. Education should be all about the learner and his/her expereinces as a person which helps them develop themeslves as a person, as a gist to ecnomic ends and as a citi zen. (Petty, 2009) Therefore it is vital to designa currriculum that enables to fulful this purpose.Most of the Esol curriculum design is based on thematic approach as many areas of the curriculum are connected together and unified within a theme. It allows learning to be more natural and less fragmented than being divided into different subject areas. It allows literacy to grow progressively, with vocabulary linked and with spell and sentence writing being frequently, in so far smoothly, reinforced and provides context for communication. (Drikx and Pranger, 1997) Esol on the other hand, also reflects a helix apprach. The substance idea of the spiral approach is that radical knowledge and concepts are revisited repeatedly as new material is introduced. In this way a students learning develops in a spiral fashion ever increasing in mundanity as earlier knowledge and concepts are recircled and enriched. With a spiral approach students have repeated opportunities to grasp the w ay in which knowledge and concepts are interrelated. The concept of the spiral curriculum was introduced to curriculum design by educationalist Jerome Bruner which helps to internalise the learing. (Knight, 2001) I select both these appraches as it has singnificant on effective learning. However I should consider analog approach to be inclusive as learners learn in different ship canal to have more effective curriculum. impelling curriculum design is so important for ESOL learners because they are not as adjustable as students who have progressed up the formal education system. For example, in the Higher Education system, it is possible to make assumptions about the learners in the classroom, they have greater self-control and discipline, and for this reason, it is reasonable to make a generalisation about your learners. Inclusive practice is so central to ESOL students because they come to the classroom with so many emotional, social and practical barriers to learning. It is ce rtainly not a level playing bailiwick.To conclude, different part of the currilcum stem from different ideoogies and thus different design modals pulp them. However, whilst the modals might be the best for that particular curriclum does not mean it will work best with all the leaners. Therefore,to be inclusive, it is important to combine two modals together so that all learners are included within the curriclum and is the most effective. Curriculum design for inclusive practice is central to effective learning and teaching. I also feel the aim of curriculum design should be to focus it to fit the learner. However, effective teaching and learning is not just about the design of the formal curriculum, or syllabus but equally important is the design and delivery of the informal curriculum. Inclusive practice means understanding learners needs and then personalising both the content and process (or delivery) of the learning. At all times, inclusive practice needs to be continuously b uilt into the curriculum and revise every lesson to be made pliable to meet the ever changing needs of the learner.