Curriculum Development for Inclusive Practice Essay

IntroductionIn cultivation, the word com put iner programme is not new since the organisations of schooling and further tuition bear long been associated with the idea of a broadcast. Before starting the assignment, we would measuring stickised to happen upon out what it means by program and what is curriculum suppuration for inclusive exert. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational macrocosm. John Kerr defined curriculum and afterward taken up by Vic Kelly in his standard do be given on the subject as, All the breeding which is planned and guided by the school, whether it is carried on in groups or individu separately(prenominal)y, inside or outside the school. (quoted in Kelly 1983 too, Kelly 1999). There argon four ways of advance curriculum conjecture and practice1. platform as a body of association to be transmitted2. platform as product, i.e. an guarantee to win certain ends in schoolchilds3. Curriculum as process4. Curriculum as practiceWe go out express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be too expound in three disciplines the theoretical, the productive and the practic equal. These ar illustrated as the map to a lower place(Source infed.org/ Curriculum theory and practice.)Inclusive curriculum refers to the process of evolution and conniving a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum holdd by the educational institution should aim to provide opportunities for either in each(prenominal) students to learn and to achieve. Also the curriculum should aim to promote students spiritual, moral, social and ethnical instruction, to establish an entitlement and to establish standards. In this assignment, we willing discuss how take issueent theories, direction and mildews of curriculum have been develope d and employ in a education environment in clubhouse to achieve these. Particular in this essay, we will focus on the alveolar consonant adjudge instructionenvironment where all trainee alveolar consonant nurses argon expected to meet standard set by General Dental Council (GDC) at the end of training regardless their ambit intimacy and entry levels.Analyse and discuss the influence of theories, principles and postures of curriculum design with a view to promoting inclusive accomplishment.Curriculum as productCurriculum as product amaze is also known as behavioural objectives model, as it heavily depends on the settings of behavioural objectives and it is interested in the product of curriculum. It is the possessive model of describing and managing todays education. Because in modern education formation throughout divergent stages and qualifications, certain standards or objectives are set and education institutions aim to get in up a plan to achieve these objectiv es and create methods in response to the plan. Outcomes reflecting on students learning abilities as wellhead as efficiency of these plans and methods will be measured. From above, there are four first harmonic questions for education practitioners1. What are the aims and objectives of curriculum?2. Which plan and methods meet these aims and objectives?3. How can these plans and methods be practiced?4. How can the extent to these plans and methods be evaluated? (Adapted by Tyler 1949)Curriculum as product is strongly supported by the behaviourist model which believes knowledge is finite and learning supposes to be overt, observable and measurable. It also believes the statements of objectives of the education institution should be a statement of changes occurred to students. (Tyler 194944) Regarding to stimulation of positive changes to students, few major theorists have contributed to the behaviourist theory. Edward Lee Thorndike (1874-1949) believed learning was a process of li nking visible and mental events in various combinations. Also, learning is enhanced when bonds are do between the stimulus and the response. B F Skinner (1904-1990) innovated in operant conditioning and expanded on Thorndikes flow on payoff of learning.In Skinners view, positive reinforcement strengthens behaviour by applying nigh encouraging events. Oppositely, prejudicial reinforcement improves behaviour by removing nearaversive events. Advantages of curriculum as product model include it makes estimation more(prenominal) than precise it helps to select and structure inform plan it makes teachers awake of different types and levels of learning involved in fictitious charactericular subjects and it guides teachers and students on skills to be gained. However, some criticisms are also raised, such as it discourages teachers and students creativity the curriculum is too subject and examen bound and some specific behaviours are appropriate for affective domain.Curriculum as processComparing to curriculum as product which is direction on the outcomes, curriculum as process focuses on teacher and student activities. Indeed, it emphasis on means rather than ends. Rather than teachers set up objects and draw up teaching plans and methods, students have part in deciding nature of learning activities and therefore it is a more individualised gloriole and different learning experience. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum as an attempt to communicate the essential principles and features of an educational intent in such a form that it is open to critical scrutiny and capable of effective shift into practice. Curriculum as process is supported by humanist model which concentrate upon the development of the students self- plan. It believes learning is a give towards the pinnacle of self-development.In the other words, if students tone of voice g ood about themselves and the concept of learning, it is a good start. There are a few theorists who contributed in the humanistic theory such as Alexander Sutherland Neill (1883-1973), Carl Rogers (1902-1987) and Abraham Maslow (1908-1970). The most square theorist among these is Maslow, who invented hierarchy of radical needs and term Self-actualisation. The main advantages of curriculum as process model are it emphasis on prompt roles of teachers and learners as well as learning skills. It believes on certain activities as important in themselves and for life. However, people also criticize that it scorn considerations of appropriate content and it is difficult to apply approaches in some areas.Curriculum as PraxisCurriculum as praxis is a development of the process model. Comparing tocurriculum as process which is driven by general principles and emphasises on judgement and meaning making, curriculum as praxis makes an explicit commitment to emancipation. So basically, teache rs need to have a proposal for actions involving essential principles and features of the education encounter. They encourage students to build up conversations and interactions between each other in the situation. These actions lead to a form of commitment to learning.Teachers continually evaluate this process and provide a view of outcomes according to this. hence through this approach, the curriculum as praxis itself develops through a energizing interaction of action and reflection. Similar to curriculum as process, the curriculum also emphasises on the development of students self- actualisation. Therefore it is also supported by the humanistic model.Describe, critically analyse and reflect on which factors might affect curriculum design and how the curriculum can differ according to the context in which it is provided. Also describe and discuss the contact some of these factors have on your own specialism. As a alveolar nurse tutor, my students have following characteristi cs firstly they are adult learners second they have different academic and cultural backgrounds as well as learning abilities they have an initial interest in the subject and a clear objective and motivation of getting qualification and becoming a alveolar nurse.Upon above characteristics of students, my role has following aims to create an inclusive learning environment for all my students to follow guidance from General Dental Council (GDC) and draw up teaching plans according to the guidance to help students reach GDC standard, crystalise theoretical assessments and gain GDC registration to provide great exposure of the practical side of training to students and make sure student reach GDC standard on practical/hand-on skills enabling them to gain registration. From above, it is not hard to checker that the overall objective of getting GDC qualifications cannot be achieved by applying single curriculum design and model during my teaching. In fact, it requires a combination of curriculum as product, as process and as praxis as well as other auxiliary curriculums such as the hole-and-corner(a) curriculum.Curriculum as productGDC requires a certain theoretical assessment standard for trainee alveolarnurses to reach. Students need to sit GDC exams for all the theoretical units they have attended. This has become the crucial objective for dental nurse tutors. In order to achieve this, we have created a practical plan and various methods in teaching. Firstly, householdroom teaching has been arranged three times a week for two hours per class. table of contents of teaching and learning are strictly referenced to GDC publications and the classes are well organised and formatted. Secondly, regular sneer assessments to students are use in order to track trainee dental nurses progress and provide feedback to our teaching methods. In order students to carry on progressing towards GDC exams, certain forms of encouragements and punishments have been applied which reflects on Skinners Reinforcement in Behaviourist model.For example, students with reach exam scores are offered scholarships and students with failed grades are required to attend excess classes and re-sit for exams. Curriculum as products model has provided a clear path for dental nurse tutors and trainee nurses to process towards objectives. However, it has also led some problems. Once trainee nurses are pushed too much towards exams and grades, they may lose enthusiasm and motivation. Also, as students are with uneven learning background and ability, trainee nurses who are lack of certain skills or previous knowledge may find reaching GDC standard peculiarly challenging. Here comes the concept of providing an inclusive practice, we will discuss this later in The hidden curriculum.Curriculum as processAs well as ensuring trainee nurses to pass GDC exams, they are also required to achieve strong practical skills and pass practical assessments. The practical side of training a re carried out in trainee dental nurses work placements, usually within hospitals dental department, a topical anaesthetic NHS dental practice or a private dental clinic. by and by learning fundamental theories of dental knowledge, trainee nurses will work along with superior dental nurses and dentist to observe and practice skills at real work place. Trainee dental nurses usually spend at least half of their replete(p) training in work placements and the placement is well organised by both dental tutors and head nurse in dental practice. Trainee nurses learning progress is spy mainly by senior nurses and dentists at work placement, a report will be sent back to dental tutors regularly.Dental tutors also visit traineedental nurses work place on a regular basis to observe and assess on students progress. Curriculum as process within dental nurse training has closely followed the Humanistic model, especially Maslows hierarchy of basic needs. Trainee dental nurses have to gain fun damental knowledge of dental medicine in order them to gain security once putting knowledge into practice. When they feel secured, they are more enthusiastic and motivated to achieve the contiguous level and eventually gain self- actualisation.Curriculum as paxisAs mentioned in curriculum as process, dental nurse training set entire journey of students progress rather than the last exams. Trainee dental nurses are observed and assessed throughout their training in all different aspects. Apart from the practical skills, dental tutors are also alive(predicate) of trainee nurses oral/ communication skills, writing skills, co-ordinating/ interacting skills with colleagues and patients as well as overlord manner as a medical staff. All of these factors are observed and accessed via multiple tunnels throughout classroom and work placement, such as dental nurse tutors, senior nurses and dentists, feedbacks from fellow trainee nurses and patients. As trainee nurses get more and more sk illed in handling patients and communicating with fellow colleagues, they will find work get smoother and therefore they will gain more confidence and motivation in their job. This has reflected again on the humanistic model and Maslows hierarchy of basic needs. Development of inclusive practice and the hidden curriculumRegarding the characteristics of adult learning, although trainee nurses are more purposeful in learning and show more active participation, their previous knowledge background and learning ability may vary. In order to get all the students on the same line and help them to achieve GDC qualification, we have applied the hidden curriculum to achieve an inclusive teaching and learning environment for the trainee nurses. The hidden curriculum means all that is learnt during school/college activities that is not designated part of official curriculum, such as one-to-one class for individuals, extra assessments and fling exams. Although learning associated with the hidde n curriculum is often considered in a negative way, we findthis is a suggestive method for adult learners.For trainee dental nurses who are lack of language skills or basic medical knowledge, we arrange free-and-easy individual class for them with one of our dental tutors. This is usually carried out in students and dental tutors spared time. As some trainee dental nurses are desperate in improving their essential skills, they feel rather welcome to the extra tuition and are willing to put in extra efforts. For trainee nurses who did not achieve satisfactory results in their mock exams before final GDC exams, we also occasional organise extra class for them and offer them opportunity to re-sit the mock exams. By carrying out occasional hidden curriculum, trainee nurses with less skill improve so that dental tutors are able to prepare them at the same level for GDC exams. This has helped us I developing inclusive practice within our institution in a different perspective.