What Is A Curriculum

Published Date: 02 Nov 2017

Curriculum

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Introduction

Through this submission, I will address my understanding of curriculum design, implementation and evaluation. How different curriculum models affect the teaching and learning process and how to design and implement curriculum that incorporates individual learners needs promoting inclusiveness and hence making teaching learning process more enjoyable and meaningful.

Curriculum design, implementation and evaluation are central to the teaching and learning process. Education system cannot function efficiently and effectively without curriculum. Aims of education are reflected in the curriculum, therefore the curriculum is determined by the aims and objectives of life and demands of society that are subject to constant change. Hence the curriculum is also adaptable to the needs of learners, society, employers.

What is a curriculum?

"A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the content organisation requires them. Finally, it includes a programme of evaluation of the outcomes." Taba in Curzon (2004, 185) Quoted by Wilson (2004, 508)

Kerr 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 by (Smith, infed.org)

"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised (Blenkin et al 1992: 23)" quoted by (Smith, infed.org)

I may associate Blenkin’s definition with my teaching, I teach at Cooke e-Learning Foundation. The aim of the charity is to "help bridge the ‘digital divide’ by getting more people, living in some of the city’s more deprived areas, online and learn how to become confident internet users.They also want to encourage local people to learn new skills and improve their chances of seeking employment." (Celfd: Online). I teach various ICT subjects which can help learners’ to improve their life in today’s digital age.

I can also relate directly to the above definition as I have embarked in this CerEd, where our learning is planned and guided, it contains a statement of aims and objectives, all the unit outcomes are evaluated, learning is carried out as individual as well as in groups, in the classroom and significant learning happens during our placement and observations are conducted by tutors, mentors and peers.

The courses which I teach are non accredited courses. There is no official curriculum, but as explained earlier, the main aim of the charity is to bridge the ‘digital divide’, by helping people to build confidence and learn new skills. Therefore based on my learners’ need I have to identify which subject and at what depth it needs to be taught. Our main aim is to provide quality courses for community enhancement and enjoyment, personal fulfillment and development of learners’ social interaction skills and confidence and hence reduce anxiety using computers. We believe for an adult, it is necessary to learn and get familiar with ICT, because in their formal education they might have not learned ICT. Furthermore, in today’s ‘Digital age’ it is an essential life skill to learn.

This can also be linked to the Lifelong Learning UK (LLUK) document - New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector, in which it states that teachers should "Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations".

I view curriculum as a composite whole including aims and objectives of the course, learners and teachers, interaction between learners and teacher, teaching and learning methodologies, the material used for teaching and learning, expected and unexpected experience of learners and final evaluation of outcomes resulting in end results.

Different models of Curriculum

Product (aims and objectives) Model - This Model is focused on targets and the outcomes of the curriculum. Aims and objectives specify what is to be learned and it is associated with Ralph Tyler (1971) This model is one of the earliest model therefore it is most influential and dominant model. This model of the curriculum leads to some kind of desirable end product, for example knowledge of certain facts, mastery of specific skills and competencies.

Process (How's it learned ) Model focuses on the processes and procedures of learning. This model focuses on teaching activities and most importantly learning activities. Teachers define the concepts of the course, It is more open-ended and emphasis on more individualised approach.

Content (what's in it) Model is developed in 50s and 60s, Prime aim is transmission of wisdom – that knowledge is already developed to new learners, Uses very broad objectives, Paul Hirst (1974) identified 7 forms of knowledge to represent the ways people learn.

Situational (context) model emphasises the context in which the curriculum exists.Skilbeck (1976) internal and external issues affecting the organisation as precursor to using one of the other models. Lawton (1983) transmission of the key elements of a society’s culture.

PGCE / CertEd curriculum is a combination of these models. It has set aims and objectives that are assessed, therefore it is linked to the product model. It is viewed as to what actually happened in the classroom which includes interaction between peers and teachers through which new knowledge is gained, professional practice and reflection through which a learner can develop as a teacher/facilitator, therefore it is linked to the process, content and situational model . It also repeats concepts to improve and deepen skills, therefore it is called spiral curriculum.

In my practice, learners’ main purpose of learning is to get familiar with computers and obtain basic computer operating knowledge which can be useful in their day to day life. For example, how to use Internet, Email, online shopping, online banking, searching information, social networking, finding specific information from the internet, etc. Some learners are motivated to learn for personal growth, whilst others to enhance job prospects. For example they want proficiency in Micrsoft office packages like Word, Excel, Outlook etc., which is very useful to carry out office duties. The overall aim of learning is to keep up with today’s ever changing techno world, therefore I can link the curriculum with a process model.

Furthermore, Information and communication technology field is incredibly dynamic, new technologies emerge on almost a daily basis. Where we have to take a snapshot, of the industry today, and plan the curriculum around it, if not done so the learning that takes place would be outdated. At the same time it is essential to upgrade the latest software / program and computers to meet current requirements and to provide latest knowledge. One of my colleague who is teaching in a community setting, complained they have to teach on outdated office software, whilst learners have gotten up to date software at their home which creates discrepancies and confusion in learners. Therefore while devising curriculum it is essential to incorporate the latest software / program in order to provide latest knowledge.

I feel all of these factors play a role in devising ICT curriculums and should be taken into account. It is very important that learning experience is enjoyable, inclusive and everybody feel included in order to develop learners’ educational needs further. Furthermore, ensure learners feel motivated and encouraged by their unique community learning experience and feel supported enough to develop their educational need further.

Lifelong learning sector and curriculum

The Lifelong learning sector is involved in individuals’ education and learning in many different forms either formal or informal, in order to prepare individuals for rapidly changing working environment aiming to prepare modern knowledge based society in the future. It offers education and learning to any individual, not limited by age, race, culture or any other circumstances.

The Lifelong learning sector covers many different and diverse settings with a wide variety of learners. The sector covers Further education, Higher education, Adult and Community learning and development, Work based learning, Prisons, libraries, Voluntary sector, 6th form colleges, offender learning, specialist schools for a specific need (e.g. Portland college for people with a wide range of disabilities) and many more.

In each establishment, the curriculum offered can be different according to the context in which it is provided. It depends on the sector, sources of funding, availability of funding, local and learner requirements, employability, educational ideology and sociological issues.

Specially in further education, where learners come with a baggage of their life experience, knowledge and responsibilities, that may include work related activities and experience, previous educational background, family responsibilities etc. They need to connect learning to their experience base. Teachers' role is to develop learners’ existing skills as well as teaching them new ones. Furthermore, it is vital for teacher to nurture abilities which learners underestimate or do not realise they possess.

Technological change has a significant implication for the development of skills across the board, thus influencing demand for lifelong learning provision. Furthermore, the lifelong learning workforce will require to upgrade their skill set in order to cope with the introduction of new ICT hardware, software and method of delivering based on technology, and these skills will require continual up-Skilling to keep up with rapidly changing technology.

Inclusive Curriculum

An inclusive curriculum is one in which all staff and students feel valued, irrespective of age, gender, race and disability, sexual orientation, religious or personal beliefs, backgrounds or personal circumstances. It is also one to which all staff and students need to be committed. Talbot quoted in Wilson (2009, p.515)

Today’s modern societies which is ethnically and racially diverse, learners need to be prepared to face and celebrate these cultural differences. When all the learners are coming from different background, it becomes harder for teachers to achieve an inclusive classroom environment. Therefore inclusion is a most important curriculum scope, in order for teachers to deal with their learners’ needs and therefore creating inclusive and diverse culture of learning.

In addition to that, it is very important to satisfy each adult’s educational and personal needs as well. As stated above, learners tend to have educational differences for various reasons such as their ethnic background, age, gender, financial status and their personal needs differ as well. Moreover, their needs differ because of their employment, culture, language, interest etc. While designing curriculum these different needs of learners should be considered.

In today’s diverse society, embedding equality and diversity in the curriculum is extremely important. It must be implemented in all aspects of the education system like curriculum planning, teaching and learning resources, materials, methods, assessment methods etc. In my practice learners come from diverse background and diverse age groups ranging from 40 to 80+. Most of the learners are Indian origin, but some of them have come from African countries and some of them from India. Therefore their educational background is different. They all speak and understand Gujarati language very well, but with some of the learners reading and writing in English is a major issue. The nature of ICT is such that they need to read, write and understand in English to take full advantage of what they are learning. They get confused with some of the jargon used in ICT, therefore it is extremely important for them to learn the ICT vocabulary in order to enhance their knowledge and increase their confidence. Sometimes because of language barrier, I have to explain some of the terminology/concept in their own language and in addition, I have to relate concepts to their existing knowledge. For example I will associate a password with their credit/debit card pinno, which they have to remember to access their bank account. We also celebrate all cultural events to promote and celebrate cultural differences.

One of my learner had eyesight problem, therefore material / handouts provided should be in larger fonts and screen fonts should be bigger as well, for that I use magnifying utility to ease of strain to their eyes.

In my practice, sometime learners come with an aim to learn very specific skills like how to use Skype or Facebook. I can very well understand their need to learn those applications, because their aim is to communicate and stay in touch with their friends and families living abroad. During induction, I ask my learners what extra subjects they want to learn as a part of this course. Based on my learners’ interest I can incorporate those subjects / modules in my SOW. This provides me an opportunity to offer an inclusive curriculum design and implementation. I incorporate their needs in my SOW as a celebration of a festival. I inform them well in advance that to celebrate Diwali we are going to have a session on Skype.

For the purpose of this submission, we were allocated a case study. My group did research on how to establish an inclusive learning environment in challenging situations, as a part of our research on inclusive curriculum. Details and brief summary of the case study are attached as Appendix B. We were required to establish an inclusive learning environment within a classroom, where the majority of the learners has spent their formative years in education abroad and have formed sub-groups. We were required to discuss appropriate strategies how we could adopt curriculum, resources, teaching and learning styles in order to create an inclusive learning environment. Attached Appendix C is the feedback from our peers and tutor including PowerPoint presentations. Group presentation was a brilliant collaborative learning opportunity. I have learned different strategies to implement inclusivity in different situations, which was a very valuable learning experience.

The scheme of work (See Appendix A) is a working document or a planning tool devised by subject teacher, which includes all key concepts to be taught, learning and teaching methods to be employed, resources and expected evidence. It can be revised to meet the learners’ educational needs. The use of resources within the scheme of work must promote inclusive learning and a scheme may specify the material that is used is also inclusive. The most conventional method for devising schemes of work is the subject-based and topic-based approach.

The design of Schemes of work must demonstrate sequencing. The importance of my scheme of work is to design it to make the teaching of my subject more manageable over a period of time. There is no set method for developing a scheme of work as tutors adapt it to their own way of teaching, but what must be agreed is the importance of accurate schemes to guide subject delivery within FE.

In my SOW, first I begin with easier tasks leading up to more advanced tasks as the course progresses. This theory is reflected in Bloom’s Taxonomy which is a classification of learning objectives within education. The topics are put together into a sequence which makes it easier to assess a learner’s ladder of learning through the course. Progressive small steps aid the learner in not becoming too overwhelmed by the tasks up ahead.

A course/program may have a ‘hidden curriculum’. These are key skills; although these do not have to be passed in order to pass / complete the course. In my practice, skills like how to solve common computer problem, how to effectively communicate, how to co-operate and interact with other learners in a pair and in a group etc. With reference to my action research project I promote "Peer support/tutoring" , which has given my learner an opportunity to act as a tutor. Results have shown that this approach to learning has shown very positive results. It has helped them to increase their self-esteem. I view, "peer tutoring" as a hidden curriculum which enables learners to experience tutoring.

Evaluation of curriculum

"Evaluation is all about finding out if our new course is working properly. In general, therefore, it involves generating data through a process of inquiry and then, on the basis of this, making judgements about the strength and weaknesses and the overall effectiveness of the course, and making decision about how to improve it further" Armitage et al (2003, pg 231).

Evaluation helps to find out the effectiveness of the curriculum / course offered. It can be done using various instruments like feedback from (learners, observers, mentors, teachers, employers etc), end of the course questionnaire, survey, interviews, test results, student evaluations etc. The outcomes generated by evaluation should be reliable and valid and should provide direction for improvement.

In my practice, evaluation is carried out using feedback from the learners, these feedbacks are carried out by senior staff member or manager. These feedbacks provides following information

Whether the course was effective, did it serve its purpose?

Are learners satisfied with the content, delivery and course material provided?

Was the teaching style appropriate to match learner expectation?

Using all this information I can find out how I can improve my practice. Does teaching style needs any improvement or change. Which resources are best suited to my learners need. At what extent the students are satisfied with the course. Has it served my learners purpose of learning. Was the teaching experience meaningful and worthwhile for my learners. Will it encourage / motivate them to continue their learning journey.

Conclusion

In conclusion, the curriculum should be inclusive promoting equality and diversity in today’s diverse society. In curriculum design, implementation and evaluation teacher plays a very important role. It should focus to make study more meaningful and enjoyable, influence learners to be more creative, self- reliant. It should also enable to apply their learning in real life experience.