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K/503/4923

VRQ

UV50828

Curriculum development for inclusive practice

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

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Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA.

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UV50828Curriculum development for inclusive practice

The purpose of this unit is to enable you to understand the contexts for education and training in the lifelong learning sector. You will understand the impact of, and apply theories, principles and models of curriculum design to curriculum development and practice. It enables you to evaluate your own practice in inclusive curriculum design and development.

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GLH

Credit value

Level

Observation(s)

External paper(s)

30

12

5

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Curriculum development for inclusive practice

1. Understand contexts in which education and training are provided in the lifelong learning sector

2. Understand the impact of theories, principles and models of curriculum design on inclusive learning and teaching

3. Be able to apply theories, principles and models of curriculum design to curriculum development and practice

4. Be able to evaluate and improve own practice in inclusive curriculum design and development

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1. Teaching practice You are required to undertake teaching practice in a teaching and learning environment. Practice should be in an appropriate context - this must include working with groups of learners. Any single observation must be a minimum of half an hour.

2. Teaching and learning environment This unit assesses occupational competence. Evidence for this unit must be gathered in a real teaching and learning environment. Simulations are not allowed for these outcomes.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

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Teaching practice sign off

Teaching practice must be undertaken in a teaching and learning environment to achieve this unit. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour. Your assessor will complete the table below when sufficient teaching practice (as deemed appropriate by your assessor) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

This unit requires teaching practice to be observed and assessed in a teaching and learning environment. Observations can be formative and summative.

Knowledge

Outcome 1

Understand contexts in which education and training are provided in the lifelong learning sector

You can: Portfolio reference /Assessor initials*

a. Analyse ways in which the curriculum offer can differ according to the context in which it is provided

b. Analyse ways in which the delivery of the curriculum can vary according to the context in which it is provided

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand the impact of theories, principles and models of curriculum design on inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

a. Analyse the influence of theories, principles and models of curriculum design on inclusive learning and teaching

b. Evaluate how the curriculum in own specialist area meets the needs of learners

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Be able to apply theories, principles and models of curriculum design to curriculum development and practice

You can: Portfolio reference /Assessor initials*

a. Design and implement learning programmes in accordance with the theories, principles and models of curriculum design

b. Design learning programmes in own specialist area which promote equality of opportunity and value diversity

c. Identify the impact of the pedagogic use of technology on curriculum design in own specialist area

d. Develop and justify proposals to improve the curriculum offer

*Assessor initials to be inserted if orally questioned.

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Outcome 4

Be able to evaluate and improve own practice in inclusive curriculum design and development

You can: Portfolio reference /Assessor initials*

a. Review the effectiveness of application of theories, principles and models of curriculum design to own practice

b. Reflect on strengths and areas for improvement in application of theories, principles and models of curriculum design to own practice

c. Engage in professional development opportunities to improve application of theories, principles and models of curriculum design to own practice

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Understand contexts in which education and training are provided in the lifelong learning sector

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Ways in which the curriculum offer can differ according to the context in which it is provided: The constituent parts of the lifelong learning sector (LLS) (higher education (HE), further education (FE), work-based learning (WBL), community learning and development (CLD), libraries, archives and information services (LAIS)), voluntary sector, offender learning, museums, policy drivers for different sectors (e.g. national, regional and local policies and strategies), sources of funding, availability of funding, local requirements, learner requirements, educational ideology and sociological issues.

Ways in which the delivery of the curriculum can vary according to the context: Factors impacting on curriculum design/national policy/local issues/organisational issues/resource availability/needs of learners/awarding body requirements/educational ideology and sociological issues/evaluations of previous curricula/professional influences/the constituent parts of the lifelong learning sector.

Outcome 2: Understand the impact of theories, principles and models of curriculum design on inclusive learning and teaching

The influence of theories, principles and models of curriculum design on inclusive learning and teaching: Educational ideologies (e.g. academic, liberal, progressive, instrumental, democratic), curriculum as a body of knowledge, product, process, praxis, curriculum models (e.g. linear, modular, spiral).

Evaluate how the curriculum in own specialist area meets the needs of learners: Self-reflection, evaluation theory (e.g. Kirkpatrick), using feedback from a range of suitable sources (e.g. learners, peer group, managers, employers), qualitative and quantitative information, local and regional networks.

Outcome 3: Be able to apply theories, principles and models of curriculum design to curriculum development and practice

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Design and implement learning programmes in accordance with the theories, principles and models of curriculum design: Analysis of factors impacting upon curriculum design (e.g. national policy, local issues, organisational issues, resource availability, needs of learners, educational ideology and sociological issues, awarding body requirements), schemes of work, lesson planning, different methods of delivering teaching and learning, different methods of assessment, strengths and limitations of resources.

Design learning programmes in own specialist area which promote equality of opportunity and value diversity: Protected characteristics (e.g. race, gender, disability, age, religion or belief, sexual orientation, transexuality, maternal status, marital status, civil partnership status), equality act, equal opportunities and equality and diversity policies, inclusion, differentiation, schemes of work, lesson planning, different teaching and learning methods to accommodate different learning preferences and different abilities and/or needs (including one to one, paired work, small group teaching, whole group teaching), minimising potential institutional/social/cultural/personal barriers to learning, Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language/literacy/numeracy (LLN), different assessment methods, legislation impacting on practice.

Identify the impact of the educational use of technology on curriculum design in own specialist area: Range of technology/hardware and software available (e.g. interactive whiteboard, computers, iPod, subject specialist computer programmes, e-testing), strength and limitations of range, evaluation theory (e.g. Kirkpatrick, Brookfield), using feedback from a range of suitable sources (e.g. learners, peer group, manager).

Develop and justify proposals to improve curriculum offer: Evaluation theory (e.g. Kirkpatrick, Brookfield), using feedback from a range of suitable sources, negotiation skills, written/verbal/non-verbal communication.

Outcome 4: Be able to evaluate and improve own practice in inclusive curriculum design and development

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Review the effectiveness of application of theories, principles and models of curriculum design to own practice: Evaluation theory (e.g. Kirkpatrick, Brookfield), use of feedback from a range of suitable sources (e.g. self, learner, peer/tutor observations, manager), qualitative and quantitative information.

Identify and reflect on strengths and areas for improvement in application of theories, principles and models of curriculum design to own practice: Reflective practice, models of reflection (e.g. Gibbs, Schön, Brookfield), SWOT analysis (strengths, weaknesses, opportunities, threats).

Engage in professional development opportunities to improve application of theories, principles and models of curriculum design to own practice: Action planning, SMART targets (specific, measurable, achievable, realistic, timely), liaison with other learning professionals, current research relating to inclusive practice, appraisal.

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Notes Use this area for making notes and drawing diagrams