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Introduction

Curriculum Development and Implementation for Inclusive Practice TETA 1030 FEEDBACK: Great improvement that addresses alot of the task 1 requirements. However you still need to develop it further, you have written just over 800 words. You should discuss the term curriculum in your introduction as it's a term with many definitions - please have a look in section one in the CDIIP study guide (attached). Also, you have not made any linking with curriculum models; I've attached a curriculum models.doc to help you. Although I can tell that you're not happy with the GCSE English curriculum it's not clear whether you think the Functional Skills English curriculum is better. A bit more comparison is needed. Task 1(1500) Write a critical analysis and evaluation of two LLS curricula in terms of curriculum models and ideologies and in terms of purpose and context. [N1] I will critically analyse and evaluate Functional skills English and GCSE English [N2] [N3]You should start by providing a definition of curriculum - have a look in the study guide The Functional Skills curriculum develops practical skills in English. It is a new qualification available to all learners aged 14 and above. Functional Skills English is not just about knowledge in English, it is about knowing when and how to use the knowledge in real life situations. Functional Skills English involves taking separate tests in speaking and listening, reading and writing which will give you a qualification if you pass them, giving you skills for life in english. ...read more.

Middle

It's great to hear your ideas and demands for BEP student. With reference to current ideas and discourse about inclusivity, discuss how you could make your curriculum more inclusive for your learners. The term 'Inclusive learning' was first defined in 1996 with the release of the "Tomlinson Report". (www.matematicas.reduaz.mx.) Inclusive practice enables us to recognise and accommodate the requirements of all learners, therefore removing barriers to learning. The report changed the way we teach and how students with barriers to learning are perceived within the educational system.[N7] There are many contrasting views that support and define the term inclusion [N8]which can often be associated with students who have impairments or students seen to have special needs. However I feel it is the responsibility of schools to provide inclusive practice and that it should relate to all learners. Effective curriculum design is very important for BEP learners [N9]because they are not as adaptable 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 fair to make a generalisation about your learners. [N10]Inclusive practice is central to BEP students because they come to the classroom with so many emotional, social and physiological barriers to learning. There are many possible reasons why learning may be repressed, these are identified as barriers to learning. ...read more.

Conclusion

Journal of Personality and Social Psychology, 49, 918-926 Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage. [N1]Avoid writing the task - put into your own word, e.g. A critical analysis and evaluation of ... [N2]Can you also state the level and awarding body, e.g. BTEC Health and Social Care, level 1, Edexcel. + Make clear which one you teach on. [N3]They are curricula not curriculum models. [N4] Please turn to page 72 in your trainee handbook to see how to reference an online source within an essay. [N5]This statement is a bit isolated. Can you start by giving an opinion and then back it up with this statement from Mark Baker? [N6]Why, when and how did the QCA do this? - this is another isolated piece of information. [N7]Very good. Is this you or are you quoting someone? [N8]support and define ??? what do you mean. May help if you back this up with a reference. [N9]Need to explain more about your institution. A second assessor might not know what you are referring to. [N10]This needs reworking to make your argument clearer. Are you saying that university lecturers expect their students to come from a stable learning experience? [N11]Good point. [N12]Good, can you give a reference to Maslow here please. [N13]Sentence construction. Explain that as you are someone they see everyday you are potentially a significant role model for them. [N14]Excellent. Do you feel you also act as a role model for certain types of social behaviour - showing respect; politeness; sympathy etc? [N15]Good reference! [N16]Excellent point. ...read more.

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