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ACCESSING THE CURRICULUM

ACCESSING THE CURRICULUM. THE CURRICULUM: A VEHICLE FOR INCLUSION OR A LEVER FOR EXCLUSION. CHALLENGE.

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ACCESSING THE CURRICULUM

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  1. ACCESSING THE CURRICULUM THE CURRICULUM: A VEHICLE FOR INCLUSION OR A LEVER FOR EXCLUSION

  2. CHALLENGE • “There is no special world out there.We need to create the conditions in our schools that attempt to MIRROR the reality outside the school, thus ensuring a smooth transition for ALL learners at a pedagogic and all other levels.” • Sigamoney Naicker [Director nDOE: Inclusive Directorate (2002)]

  3. VIEWS ON AN INCLUSIVE CURRICULUM • “ The Curriculum should not be viewed as an end in itself, but rather as the framework through which we provide the vehicle for learning.”[Richard Rose ] • It should reflect the broad aims of education which should apply to all learners. • It should recognise the differences in abilities, aptitudes & needs of individuals.

  4. VIEWS ON AN INCLUSIVE CURRICULUM • Learners should reach their full potential through a process of collaborative learning. • An Inclusive Curriculum embraces relevant Content and Contexts • An Inclusive Curriculum calls for a balance between content and pedagogy. • GOOD “Classroom teaching is at the heart of inclusive practice as it directly impinges on every pupil”(Seba and Sachdev 1997)

  5. VIEWS ON AN INCLUSIVE CURRICULUM • In order to provide a successful transition from Special Schools to mainstream, the learners at both learning institutions should have access to the same curriculum. • Teaching methods need to be well matched to both the learning area and the needs of the learners. • Example: Natural Science – work collaboratively in order complete a science project. • Arts and Culture - fine motor control: look at the process as well as the final product.

  6. EDUCATORS LEARNER NEEDS INCLUSIVE CURRICULUM METHODS OF INSTRUCTION VARIETY OF ASSESSMENT METHODS AND ACTIVITIES

  7. Barriers to learning could arise from different aspects of the curriculum • The content (i.e. what is taught) • The language or medium of instruction • Classroom organisation • Methods and processes used in teaching • The pace of teaching and rigid time frames • Learning support material and other resources • How learning is assessed

  8. NATIONAL CURRICULUM FORMAL C2005 REV. NCS PRESCRIBED OUTCOMES- CO’S, SO’S to LO’S ASSESSMENT CRITERIA/ ASSESSMENT STANDARDS

  9. PRINCIPLES OF OUTCOMES BASED EDUCATION • Design down • Clarity of focus • High expectations • Expanded opportunities

  10. C2005 7 COs and 5 Dos 8 Learning Areas 3 Learning Prog. Phase Organisers Prog. Organisers Specific Outcomes Assessment Criteria Range Statements PI (ELPs) NCS 7 Cos and 5 Dos 8 Learning Areas 3 Learning Prog. - - Learning Outcomes Assessment Standards - - Curriculum development and change

  11. Remain the same across grades Describe knowledge, skills, values - this is what the learners should know, demonstrate and be able to do at the end of the GET DO NOT PRESCRIBE CONTENT or METHOD Grade specific Describe minimum level learners should demonstrate achievement of the LO Describe minimum ways (depth & breadth) learners can demonstrate achievement of LO Indicate conceptual progression for that LA Indicate integration of concepts, skills, values DO NOT PRESCRIBE METHOD LEARNING OUTCOMES:- ASSESSMENT STANDARDS:-

  12. FOUNDATION Literacy Numeracy Life Skills INTERMED. Languages, Maths, Combinations of the other 6 LA s SENIOR Languages, Maths, LO,A&C, EMS,Tech, NS, SS H&G PER PHASE LEARNING PROGRAMMES deliver the LO s & AS s through activities STRUCTURED PLANNED

  13. LEARNING PROGRAMMES • Promote the attainment of LO’s & AS’s for the Phase • Must comprehensively cover all LO s & AS s to be achieved for the Phase • Phase long L Ps contain:- • YEAR LONG WORK SCHEDULES • To show pace & sequencing of activities • Year long work schedules contain :- • LEARNING UNITS • Give more detail including examples of lessons to be delivered in a given period.

  14. EDUCATORS PERCEPTIONS VIEWS PARADIGM TRAINING AND QUALIFICATIONS EXPERIENCE CLASSROOM STRATEGIES AND METHODOLOGIES CURRICULUM SUPPORT AND GUIDANCE

  15. LEARNER NEEDS • Physical needs • Emotional needs • Social inclusion • Learning styles • Multiple intelligences • EQ • Language

  16. LEVELS OF SUPPORT 5 INTENSIVE LEVEL OF SUPPORT 4 3 2 1 LOW LEVEL OF SUPPORT

  17. METHODOLOGIES AND CLASSROOM STRATEGIES Whole class teaching vs Group teaching Balance between Individual/ peer tutoring/ co-operative learning and whole class teaching

  18. METHODOLOGIES AND CLASSROOM STRATEGIES • Classroom organisation and management are key areas of an inclusive classroom. • Breaking down learning into small, manageable step • The concept of ‘Open’ and ‘Closed’ tasks • ‘Deep learning’ approaches [ understanding, interpreting and meaning] rather than ‘surface learning’ approaches [learning of facts only]. • Development of language skills- expressive : verbal and non- verbal.

  19. METHODOLOGIES AND CLASSROOM STRATEGIES • Galton and Williamson (1992) classify the range of small groups as follows: • Seating groups - engaged in separate tasks and produce separate and quite different outcomes; • Working in groups - similar tasks resulting in similar outcomes but their work is independent; • Co-operative groups - separate but related tasks resulting in a joint outcome; • Collaboraitve groups - where pupils have the same task and work towards a joint outcome

  20. ASSESSMENT PROCESS AND PRODUCT SELF PEER GROUP ADAPTIVE METHODS OF ASSESSMENT

  21. NATURE OF BARRIER TO LEARNING RECENTLY ACQUIRED? LONG STANDING? FLUCTUATIING? TEMPORARY?

  22. Additional time Braille Enlarged/ bolded text Tape-aid Dictaphone Computer with voice synthesiser Sign language interpreter Computers/ typewriters Video recording Audio-taped questions Amanuensis - Scribe Speech generated device Graphic & gesture systems to supplement verbal interaction Reader Alternative questions Orally ADAPTIVE METHODS OF ASSESSMENT

  23. ROLES OF THE SCHOOL PRINCIPAL/MANAGERS OF INCLUSIVE SCHOOLS • CURRICULUM MANAGER AND CO-ORDINATOR • INCLUSION CO-ORDINATOR AND PROMOTER OF POSITIVE ATTITUDES • ADMINISTRATOR AND FINANCIAL MANAGER • HUMAN RESOURCE FACILITATOR AND DEVELOPER

  24. ACTION PLAN • Promote the development of inclusive cultures in teaching and learning • Maintain open communication channels • At EMDC level encourage the use of strategies to promote inclusivity: collaboration and consultation • Request the SUPPORT of ALL role players and stake holders

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