Cdip

CDIP Rationale

There are many ideologies in post comp ed – Scrimshaw & Eisner

This essay will aim to compare and contrast my teaching approach to curriculum design, planning and the delivery of the sessions. I will aim to critically analyse the numerous contrasting theories in areas such as inclusion and curriculum development.

Teaching area & course

Ideology that shapes my course

There are numerous definitions which constitute the meaning of curriculum, however it’s difficult to solidify just one approach and therefore as a teaching professional you must be able to take on the contrasting views and adapt them to your environment. Marsh and Willis (2003) declare that curriculum is the total of learning experiences provided to learners, so that they can attain general skills and knowledge at a variety of learning sites. I feel that this definition applies to my teaching as the subject I teach is to develop learners skills in areas from customer service to European holiday destinations, therefore justifying that development of students’ learning experiences in the unit will help them to achieve this.

Courses can conform to a variety of models

However, a more contrasting view has been put forward from the Oxford Dictionary (2008) in that curriculum can be seen as “all the courses of study offered by an educational institution” this view was argued by Stenhouse (1975) cited in (Armitage et al:2003) who suggested that curriculum may be viewed in this notion as plannedintentions of stakeholders such as Government and professionals. Linking this to specialist boards such as National Curriculum, Edexcel and City and Guilds which are specifications for various vocational industries such as police or nurse training programmes (Stenhouse cited in Armitage:2003). Reece and Walker (2007) employ that it is your duty as a teaching professional to review the curriculum at regular intervals and that any changes resulting from these reviews can be noted as...