The CYP Workforce and Its Vocational Practices as a Life-Source in the Modern and Postmodern UK Society - Essay Example

Ideological background, purpose, and context The purpose and context of curriculum design are not only a thesis in the strategic planning, goals and objectives, missions/visions, and disciplinary agreements of a professional teaching and learning society, but also designs of the cognitive reflection, inclusive interpretations, and meaningful, purposeful assessment. Curriculum development and design often have foundations in research and data-based standards, as well as motivation and learning that can make the curriculum an integral part of experiential learning. The contexts of a learning ethos reflect the styles and modalities of teaching and learning – the teaching/learning environment that help to bring the curriculum and standard frameworks to life…and an essential, critical part of the processes and products of curriculum development. When addressing the concepts of “ideological background of curriculum development and design”, Professor R. E. Pasigui (2012), researcher and writer of the article, “The nature and scope of curriculum development: A Philippine Context”, explores an inclusive explanation of the ideologies and disciplinary schools of though supporting definitions of curriculum and design. Concepts and ideologies of curriculum planning, teaching and learning laboratories (the context), theories into practice, developmental inquiry plans, designs of curriculum approaches are studied and analyzed in R. E. Pasigui’s article. Curriculum development is based on the curriculum ideologies. Definitions of curriculum from diverse perspectives, according to Pasigui (2012) state, “… curriculum is the total effort of the school and out-of-school situations. Curriculum is defined as a sequence of potential experiences from school (the teaching-learning context) for the purpose of disciplining children and youth in group ways of thinking and acting” (Pasigui, 2012, p. 1). Furthermore, curriculum theorists, Howell and Evans (1995) specify, “curriculum is the what – the content knowledge – of teaching. Curriculum is a structured set of learning outcomes or tasks that educators usually refer to as goals and objectives. It is a document or listing of given subjects and subject matter that are inclusive of specifications of what should be learned, how it should be planned and taught for implementation and assessment of learning. (p. 1). The ideological background and theoretical fact finding and, ultimately, constructivism of curriculum designs are the processes and products of what are known as the ‘curriculum plans’. “A curriculum plan is the process of preparing for the duties of teaching, deciding upon goals and objectives, determining curriculum content, selecting learning strategies, resources, and classroom procedures, evaluating progress, and looking to the next steps” (Pasigui, 2012, p. 1). Curriculum planning is vitally important in the pedagogical concept of constructivism. Likewise, it is important during authentic, postmodern curriculum designing, and implementation of curriculum theories into practice in context. Effective curriculum development is a necessary outcome – process and product – of good, structured planning and design. Comprehensive curriculum development is a primary purpose of curriculum design. Curriculum design leads to curriculum development…”defined as the process of selecting, organizing, implementing, and evaluating or assessing learning experiences based on needs, abilities, interests, skills of teaching and learning. It is also based on the nature of the society or learning community in which it is taking place” (Pasigui, 2012, p. 1). Two schools of ideology or thought have sustained meaning with curriculum development and design: concepts and creation. In a place or context called the “Curriculum Laboratory – a place or workshop where curriculum materials are gathered (learning collections) or used by teachers and learners of curriculum, two schools of thought are practiced. These two schools of ideology on curriculum development dominated theoretical perspectives throughout historical documentations of curriculum – The Essentialist School and the Progressive School” (Pasigui, 2012, p. 1). According to curriculum theorists and developers, “…the Essentialist School is of authoritative approach. It is book or text-centered and learning methods practiced consist of memorization of facts, mastery of facts and skills, and development of abstract intelligence. The ideologies of the Essentialist School have no interest in social action and life activities. Its measurement of outcomes are standard test based on subject matter mastery…its major motivation is discipline and considers freedom as an outcome and not a means of education” (Pasigui, 2012, p. 2). The ideologies of the Progressive School, in contrast, implemented perspectives of curriculum that reflected areas of teaching and learning interest and flexibility in thought. “It is learner-centered, having a mindset of diversity and inclusivity. Motivation is an individual achievement with a viewpoint that most people are naturally good. Processes in learning involve direct learning and focus on life experiences or experiential learning as a primary approach to prepare the student to be a productive member of society” (p. 2). In definitions of curriculum development, this is an illustration of the ‘life-long learning’ ideology; one in which “teaching and learning are imperatives in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression, and empowerment in the learner” (p. 2). Ideologies of the Progressive School involve measurement of outcomes considering subject matter and humanistic values. Part 2: Curriculum Models: Approaches of Process and Product Under the academic umbrella of Curriculum Studies and Curriculum Development, models of descriptive and interpretive analysis demonstrate construction of curriculum process/product approaches. As curriculum researcher, S. Qureshi-Constable (2011) proposes, “…Curriculum is socially constructed and many influences shape its construction” (p. 10). According to D. Lawton, author of the book, Curriculum Studies and Educational Planning (1983), “there are two main approaches to the study of curriculum. Firstly, there are theories and approaches that analyze the process of curriculum development and give rise to curriculum development theory. These approaches are often concerned with approaches of curriculum design, curriculum implementation, and evaluation of courses and programs of curriculum studies. Secondly, there are theories and approaches concerned with the purpose of the curriculum” (Lawton, 1983, p. 10). Curriculum models are designed that assist educational professionals to explain, implement, and analyze curriculum development. “Simple models of the curriculum enable us to clarify the essential components of the curriculum…those components that interact with each other and construct curriculum development theory and purpose” (Lawton, 1983, p. 10). As illustrated in the Kerr Model of ‘The Elements of a Curriculum (1968), identification of essential elements of curriculum are diagrammed. A learner-centered curriculum based upon schema of “Aims/intentions content; Teaching/learning strategies; Assessment; and Content” (p. 10) address how the various elements of curriculum are interrelated to each other and how they can be utilized as a guide to implement teaching/learning and assessment strategies. With further analysis, the learner – the center of curriculum studies – “demonstrates a model emphasizing the interactive nature of curriculum implementation and its main focus – the learner. The Kerr Model (1968) addresses how learners should interact with all aspects of the curriculum…teaching and learning strategies, as well as assessment and evaluations. “Listening to the learner’s voice is an interaction that discusses how the voice of the learner can become the curriculum” (Ellis, 2007, p11; Qureshi-Constable, 2011). In the ‘Curriculum Contextualized’ Model (Keeley-Browne, 2007), the context and learning or environmental settings of curriculum are important. “Within this model, there is the concept/idea of the ‘hidden curriculum’. This may be inclusive of the organizational contexts and cultural contexts. The hidden contextualized curriculum may be inclusive of elements which are not directly planned” (Keeley-Browne & Qureshi-Constable, 2011, p. 13). The ‘curriculum as product’ is a dominant approach to modern/postmodern curriculum development and design and is often concerned with measurements of performance and competencies. According to ‘curriculum as product’ theories and propo9nents, “…the product model relies heavily on objectives being set and then the results, outcomes, or products of those objectives being measured. When utilizing the product model, the emphasis or focus is on structure from analysis/diagnosis of need, to objectives, to content and learning experiences, to evaluation or assessment” (Qureshi-Constable, 2011, p. 12-13). The ‘curriculum as process’ theory or approach states, “…a curriculum should reflect what actually happens in the classroom and is an interaction of knowledge, learners, and teachers. It is an active process and is subject to change in the light of experience, testing, trial and error…learning is the central concern” (p. 13). Part 3: Individual Differences in Learning and The Inclusive Curriculum: An A Level Law Perspective In a discussion on ‘individual differences’ in learning, the term ‘challenging’ when describing students was often used. This brought into perspective students with incredibly diverse backgrounds and experiences. Ultimately, the concepts of experiential learning, inclusive learning, and diversity – in nature, social, and cultural experiences – becomes an important part of the teaching/learning experiences. In the guide, “Curriculum Development and Implementation for Inclusive Practice”: University of Greenwich: School of Education, (Qureshi-Constable, 2011, p. 15), there is a fundamental list of criteria that define ‘inclusive curriculum or inclusive education’: “Ensure that we value the diversity of our learners; Ensure that all students are treated with respect and have their news taken into account; Meet the individual needs (and differences) of our students; Ensure that all of our students receive a broad, balanced curriculum and are able to achieve their full potential’ (p. 15). Individual differences, diversity, and the inclusive curriculum play a dominant role in curriculum development and curriculum design. Part 4: Practical Incorporation of Ideas of Inclusivity: An A Level Law Perspective Concepts of inclusive education and inclusivity in curriculum often demonstrate processes and products from disciplines such as Educational Law, Educational Justice, and Inclusivity Education. Practices in ideas of empowerment, diversity, equality and fairness, philosophy, and as Keeley-Browne (2007) has argued, liberal humanist ideals, have implemented important curriculum ideas and designs that ensure ‘inclusivity’ is incorporated as valued elements of teaching and learning. In the A. Wright (2006) guide on “Further Education Lecturer’s Guide to Diversity and Inclusion” the reading that incorporates the ideas of inclusivity also further curriculum development and design – “Inclusion: the new discourse for diversity” (Wright, 2006; Qureshi-Constable, 2011, p. 16). Educational law is not new in addressing the issues of inclusive education, equality, and the law. There are a series of practical and legal legislation that address issues of inclusive teaching and learning – current practices that emphasize the value of diversity… “recognizing and celebrating that people are different” (p. 18). “The Children’s Act (2004) is very important to curriculum development and design. It has a direct impact upon educational training and service. This act provides the legal framework for ‘Every Child Matters: Change for Children’ and is critical to the promotion of inclusion in schools and colleges for fourteen through nineteen year olds. Furthermore, the Children’s Act of 2004 requires local authorities to address outcomes by the sharing of information between agencies such as health, social services, and education…Every child matters and should be counted in human rights of entitlement; ‘Youth Matters: Next Steps’ explains how young people can be provided with personalized services addressing individual differences and enabling them to achieve their potential; ‘The Equality Act (2006)’ outlines the intention to construct a single operating/functioning commission: the Commission for Equality and Human Rights. For the first time, the Equality Act of 2006, made discrimination on the grounds of beliefs, religion, and sexual orientation unfair practice in the providing of goods, services, and opportunity” (Qureshi-Constable, 2011, p. 18-19). A critical question remains to be asked and answered concerning ‘inclusive practices in curriculum’ … what about ‘personalization in curriculum development and design? Is it practical? Is it appropriate? Is it inclusive or an invasion of autonomy and privacy? Keeley-Browne (2007) points out that the philosophical approach to personalized learning, indeed, focuses on “…individual choice, individual analysis (perspective and interpretation) of need and monitoring-assessment of progression. This approach places the individual at the center of the curriculum and often involves contractual relationships – Learning contracts and/or Individual Learning Plans. Keeley-Browne (2007) argues that personalization in curriculum means learner autonomy, learner engagement, and the promise of social inclusion and economic prosperity” (p. 31). “Diversity and equality of opportunity are concepts that go hand in hand, but they are not the same. Equality of opportunity implies treating everyone the same way, which is important in many respects. But clearly, we are not identical. We live in a diverse society with people from a wide range of races, religions, and ability. People have different aspirations, expectations, responsibilities, and needs” (Office of Standards in Education, 2008: Summary on Diversity). A Level History Specifications: Assessment Qualifications Alliance (AQA) Curriculum and assessment specifications and qualifications designed by the AQA of the United Kingdom offers A Level History curriculum and developmental assessment to the modern and postmodern teacher, educational professionals, and students. The AQA Baccalaureate specification and methodologies of A Level History produces learning outcomes and professional, yet practical results that are flexible and of reasonable costs. These two factors are critically important when considering the concepts of time and the humanistic costs of achievement and accomplishment. The Historical (curricular) contexts offered by the AQA Baccalaureate programme “gives students an edge in the highly competitive process of moving from school to employment and higher education” (AQA, 2009-2010, p. 1). According to the AQA academic charitable organization, “…by combining core A-level subjects (such as History) with wider learning and enrichment activities, it enables them to display and demonstrate the personal skills (and academic abilities) necessary and needed to accomplish the transition successfully to leadership, commitment, and problem-solving” (p. 1). The AQA Bacc in History involves providing academic study and curriculum that is in-depth and designed to assess knowledge, understanding, and application within Historical contexts. These contexts are inclusive of forty-four options – British and European/World; Medieval to early 21st Century. Therein lies the opportunities to experience learning within chronological, historical periods; compare, dialectly discuss, and collaborate on issues of the British, European, and World cultures and contexts; and study, design the themes of multi-intelligences across different chronological time periods. The ‘Historical Enquiry’ is a true study in A-Level History curriculum development. Part 5: Addressing Criterion Tasks 1 and 2 Addressing Inclusivity in Curriculum Inclusive Learning, according to S. Qureshi-Constable (2011), “…focuses on the curriculum approach designed to ensure that all students (regardless of their previous achievement, sexual orientation, gender, religion or beliefs) are able to achieve their full potential. Inclusive learning examines the diversity of students of life-long learning and the demographics that affect learning and achievement” (p. 6). Curriculum designs for the practice of ‘inclusive learning’ start out with philosophical inquiry…”What counts as an educated nineteen year old today”? Cognitively reflecting on the contextual situation of the average nineteen year old, a teaching professional would critically think…college education. From this scaffolded start, a curriculum design could be utilized or constructed that follows life-long learning criteria. In addition, Qureshi-Constable (2011) advocates ‘personalized learning’ as a method to achieve ‘inclusive learning’ (IEPs and Learning contracts) and addressing diversity in learning. Curriculum Delivery: Educational Contexts and Differing Curriculum in Life-long Learning Sectors Analysis and Evaluation of Early Years Curriculum: CYP level learning “It is important to see the teacher as one who is immersed in that which she/he has to teach…not just the facts which have to be transmitted…but a love of what is to be learnt” (Ping, 2007; Qureshi-Constable, 2011, p. 32). Curriculum from the theoretical, dialectic, and experienced viewpoint of adults and educational trainers is quite different from that of the mindset of a child. It is the foci of the CYP level 3 Programme. However, the CYP (Children and Young People) level 3 student of HEIs (Higher Education Institutions) must academically and psychologically consider this fragile perspective when implementing CYP life-long learning curriculum and sectors. According to designs and development plans of CYP level 3 learning, certain factors must be considered in the ‘inclusive and personalised’ curriculum and lesson learning objectives of early years of LLS. Sensitivity and confidentiality are always of utmost importance when considering ‘children and young people’. Inclusivity of diverse demographics, ethnic, linquistic, and cultural backgrounds – beliefs and values -- are important when discussing topics of family and life-long learning values. Observation and analysis of children at work and play is critical when designing and developing a curriculum that is useful and effective. In CYP level 3 university training courses at the University, the understanding that the feelings, strengths, needs, and interests of children and young people is the foundation of the growth concepts that create and allow the nurturing of the healthy CYP. It is the interests, urges, and thirsts of the CYP for learning – through work and play – that ultimately will achieve the goals of the CYP level 3 Programme. As a specialist in the CYP level 3 programme, it is important to gain a complete understanding of the definition of curriculum. According to Qualifications, Curriculum, and Assessment Authority for Wales (ACCAC), “… The curriculum offered by the learning context comprises the range of experiences, opportunities, and activities which are planned to promote children’s learning…the early years curriculum is about the child – the CYP” (p. 13). Furthermore, the ACCAC addresses that practitioners, teachers, and educational trainers with CYP programmes acknowledge the importance of the feelings and ‘play’ in the life-long learning sector. Play brings together the feelings, ideas, and relationships in the child’s ethos. It helps the learner – the CYP – to understand the world around them. As the ACCAC ideologically points out “…when they play children gain the ability to rearrange their lives; rehearse the future; reflect the past; and make an attempt to get their own thoughts, feelings, and physical surroundings under control” (p. 13). In further analysis, play gives the CYP – the child and young people – a concept or sense of mastery and competence at their own level. This enables them to deal with diversity issues and real-world problems that they encounter. This is the start of problem-solving and critical thinking. CYP learning is made whole. An Evaluation of CYP Programming In evaluation of the CYP level 3 Programmes in practice at HEIs and the University, the diversity in learning contexts is where enrichment and aesthetic purpose develops. The designs are very purposive, practical, and academically stimulating. However, it is the attitudes toward learning in the field and respect for the life long learner at the designated workplace (context) that is important. Specifications an Achievements of EDI Level 3 Diploma for the Children and Young People’s Workforce: Task 1 Conclusion Accomplishments and achievements of the specifications and requirements that lead to the EDI (Educational Development International) Level 3 Diploma are criterion that determine, not only knowledge and subject matter content competencies of the learner/teacher, but criterion that determine and assess the individual(s) abilities to perform effectively in the specific field or disciplines in which he or she is preparing to specialize. These proactions to achievement of the EDI Level 3 Diploma for the CYP workforce are requirements in meeting or gaining what has been highlighted in the goals and objectives of the level 3 programme. The learning outcomes and assessment are to reflect the learners/teachers effectiveness and competency in designated practices, developments, and services of selected diverse, social contexts. Meeting expectations and standards of the CYP level 3 programme is a vital phase in achievement of performance goals and standards. It is the sustaining of critical belief in societal values and ‘voices’ of empowerment that enable the CYP workforce and its vocational practices to continue to be a life-source and valuable support in the modern and postmodern UK society. References and Works Cited Assessment Qualifications Alliance (AQA). GCE: AS and A Level Specifications: History (2009-2010). Retrieved from http://www.aqa.org.uk/ [Web]. Assessment Qualifications Alliance (AQA). The AQA Bacc: The Elements of the AQA Bacc. (2012). Retrieved from http://web.aqa.org.uk/qual/bacc/bacc-how.php. Association of Teachers and Lecturers. Right from the Start: early years education; policy and practice. (2003). Retrieved from http://www.atl.org.uk/Images/Right%20from%20the% 20start.pdf. [Web]. Education Development International (EDI). EDI: Supporting Learning and Performance. (2012). Retrieved from www.ediplc.com [Web]. Ellis, V. “Learning and teaching in Secondary Schools (4th ed.)”. Exeter, Devon UK: Learning Matters. (2007). Print. Gould, M. & Lahiff, A. “Equality, Participation, and Inclusive Learning”. London, England: Greenwich University Press. (2000). Print. Gould, M. & Lahiff, A. “Equality and the Law”. London, England: Greenwich University Press. (2001). Print. Howell & Evans. “Curriculum-based assessment and curriculum-based measurement. Retrieved from http://www.ctserc.org/library/bibfiles/curr-based.pdf. (1995). [Web]. Keeley-Browne, L. “Training to Teach in the Learning and Skills Sector". Longman, Harlow Publishing. (2007). Print. Lawton, D. “Curriculum Studies and Educational Planning”. London, England: Hodder’s Stoughton. (1983). Print. Office of Standards in Education (OFSTED). “Summary on Diversity”. Retrieved from http://excellence.qia.org.uk/page.aspx?0=108186. (2008). [Web]. Pasigui, R. E. “The Nature and Scope of Curriculum Development. Retrieved from http://www.scribd.com/doc/34820222/Curriculum-Development. (2012). [Web]. Qualifications and Curriculum Authority. Curriculum Guidance for the Foundation Stage. (2000). Retrieved from http://www.smartteachers.co.uk/ [Web]. Qureshi-Constable: University of Greenwich: School of Education. “TETA 1030/1050 Curriculum Development and Implementation for Inclusive Practice. Study Guide. London, England: University of Greenwich Press. (2011). Print. Wright, A. “Further Education Lecturer’s Guide to Diversity and Inclusion”. London, England and New York, NY: Continuum International Publishing Group. (2006). Print. Read More