Urriculum Development for Inclusive Practice

Task 1
With reference to wider reading, critically evaluate two LLS curricula, at least one of which should be in your subject specialist area (Maths KS4). Your evaluation should focus on: purpose and context, ideology and models of curriculum design. (1500 words)

Task 2
(i) With reference to wider reading about inclusivity, discuss how you could make one of the curricula analysed in task 1 more inclusive for your learners.(500 words)

(ii) Explain why a good understanding of communication and learner behaviour might be useful when delivering an inclusive curriculum to individuals and groups in a learning environment.(500 words)

Tips and Possibilities
Task 1
Analyse and evaluate the two chosen curricula in terms of ideology, models of curriculum, purpose and context. It would probably be more interesting for you and your reader if you were able to choose contrasting curricula, for example A Level and the Diploma. I have chosen the Year 11 Maths Curriculum for my school, and the Edexel Functional Skills a Maths Entry Level 1-3 for FE. Academic compared to more practical.
The curricula chosen can be in an educational or in a training context. Critical in this context can be positive or negative comments.
Analysis is concerned with understanding and explaining different aspects of the whole
Evaluation is about making a judgment about value, giving your own informed opinion

a? Perhaps begin with an introduction which might define what is meant by curriculum or/and might give an overview of the different models and ideologies.
a? Ideologies you might refer to (n.b. similar ideologies are often given different names)
- Conservative/classical
- Liberal/democratic/progressive
- Utilitarian/instrumentalist
- Reconstructionist
a? Models you might explore (again similar models are often given different names)
- Product (behaviourist)
- Process (the how of learning)
- Situational (cultural context)
- Personalisation (used in the 14-19)
a? Is there a a?hiddena? curriculum i.e. values, attitudes and terminology which are not explicit in the official or formal curriculum?
a? Purposewhat does the curriculum wish to achieve?
a? Contextdoes the curriculum take account of different cultures, class distinctions, local context, employment needs, language ability etc. The context of your curricula may be FE, Adult and Community Learning or work-based learning provision. Do the students have different experiences.
a? A short conclusion

Task 2
Introduction, possibly a definition and explanation of inclusivity. You might help to choose the curriculum which is less inclusive, then discuss the chosen curriculum in terms of inclusivity-
a? Ideas and discourse possibly race and ethnicity, age, gender, disability, sexual orientation, social class, language issues etc
a? How to increase inclusivityif applicable/possible by changing the curriculum and/or by making the curriculum more inclusive when you use it in practice.
a? Donat just give suggestions for greater inclusivity, but explain and justify your suggestions
a? A short conclusion

Referencing Requirements:
Particular books:
Armitage, A et al (1999) Teaching and Training in Post-compulsory Education Open University.

I have also uploaded recommended readings and extracts.

Wider Reading

Bilton et al (1996) Introductory Sociology 3rd edition London:MacMillan.

Bloor, M & Lahiff, A (2000) Perspectives on Learning London: Greenwich University Press

Cafferella, R (2002) Planning Progress for Adult Learners San Francisco: Jossey-Bass

Ellis, V (2007) Learning and teaching in Secondary Schools Exeter: Learning Matters

Flinders, DJ and Thornton, SJ (2009) The Curriculum Studies Reader New York:

Gillborn, D. (2006a). a?Critical Race Theory and Education: Racism and Antiracism
in Educational Theory and Praxis.a? Discourse: Studies in the Cultural
Politics of Education, 27 (1), pp. 11-32.

Gillborn, D. (2008a). Racism and Education: Coincidence or Conspiracy? London:

Gillborn, D. (2008b). a?Critical Race Theory Race(ing) Forward: Transitions in
theorising a?racea? in education Conference. University of Northampton, Fri. 1
Gillborn, D. (2009a). a?Education: The Numbers Game and the Construction of White Racial Victimhood,a? in Kjartan Pall Sveinsson (ed.) Who Cares About the White Working Class?, Runneymede Trust. Online at

Gillborn, D. (2009c). a?Reform, Racism, and the Recentering of Whiteness.a? Paper
presented at the Annual meeting of the American Education Research
Association Annual Meeting, San Diego. Thurs 16 April.

Gillborn, D. and Mirza, H. (2000). Educational Inequality; Mapping race, class and gender a a synthesis of research evidence. London: Ofsted.

Gould, M & Lahiff, A (2000) Equality, Participation & Inclusive Learning London: Greenwich University Press

Hall, L & Marsh, K (2000) Professionalism, Policies and Values: a reader London: Greenwich University Press

Honderich, T ed (1995) The Oxford Companion to Philosophy Oxford: Oxford University Press

Jones, C & Mahony, P eds (1989) Learning our Lines: sexuality and social control in education Womensa Press

Keeley-Browne L (2007) Training to teach in the Learning & Skills Sector

Kelly, A (2009) The Curriculum: theory and practice London: Sage

Lawton, D (1983) Curriculum Studies & Educational Planning London: Hodder & Stoughton

Marsh, C (2000) Key Concepts for Understanding Curriculum Abingdon: RoutledgeFarmer

Middlewood, D and Burton, J (ed.) (2005) Managing the Curriculum London: Sage

Pearl, M and Singh, P (ed.) (1999) Equal Opportunities in the Classroom Oxford: Oxford Brookes University

Reid, I (1996) Education & Inequality in Sociology Review 6 (2) Nov. p2-6

Rowan, B (1994) Comparing teacheras work with work in other occupations: notes on the professional status of teachers. Educational Researcher, 23,(6), 4-7.

Slattery, P (2006) Curriculum Development in the Post-modern Era Abingdon: Routledge

Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann

Woolhouse, M et al (2001) Teaching the Post-16 Learner London: Northcote House