Curriculum Development for Inclusive Practice (IC)

I will now reflect on the things I have learnt in this unit that has impacted on my practice and I will explain how I have made changes.

The Retail Knowledge courses are set by a curriculum influenced by the funders Westminster Kingsway College, OCR, Government and our establishment. The stakeholders include the learners, college, government, our establishment, employers, examining board and the retail industry.

The unit 2 SOW had offered learners some support with their needs but lacked differentiation and this area needed developing. Changes were made for learners to be accommodated more inclusively by moving away from teacher-led sessions and using cognitive with some humanistic approach in their learning. Learner would use their past experiences to demonstrate and share their learning whilst giving them the opportunity to take control of their learning with more self-evaluation. Piaget described of cognitive as “intellectual disturbance with the view of learning, motivation is internal to the person and stems from the need to find meaning. Only when meaning is established can satisfaction be achieved” (Gould. 2012:48).

There are still no changes made to the laptop and projection and I have moved more to using graphic organiser and other resources to generate more group work, presentations, role-plays and activities to develop deeper and interesting learning. I have used my class profile where available to pair learners to support and maximise their learning. The main issues of any further provisions for resources and equipment are due to restraints on spending and funding availability.

A number of varied ice-breakers are used to engage learners and to introduce new subject areas, crosswords are developed and used to motiv...

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...intrinsic reinforcement’, which he describes as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment” (Gould, 2012: 113).

Finally, has demonstrated enrichment in their learning and have decided to prepare an in-house luncheon for the last day where all learners have agreed to bring in either food or drinks to celebrate their completion of the course.

Works Cited

Armitage, A. Et al (2007) Teaching and Training in Post-Compulsory Education, (3rd Edition), Buckingham: Open University Press.

Armitage, A. Et al (1999) Teaching and Training in Post-Compulsory Education, Buckingham: Open University Press.

Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd Edition), London: sage Publication Ltd.

Petty, G. (2009) ‘Teaching Today’, A Practical Guide, (4th edition), Cheltenham: Nelson Thomas.