UNIT 7-INCLUSIVE CURRICULUM)

In order to ensure that no one is left behind, education must be inclusive. For education to be inclusive, every student should have an equal chance to participate in the educational process. The idea behind inclusive education is that students with disabilities shouldn't have to rely solely on specialized services in order to take advantage of educational opportunities, projects, and processes that are typically available to everyone. While allowing each member to take part in group activities, integrity is maintained. This shows that adjustments are being made that take into account all people, not just those who belong to certain groups or have unique abilities, limits, or requirements.

The inclusion method, also known as the key strategy, can be used to reach out to all children and encourage their learning. We had an interesting activity about chocolate where every individual had created very interesting memes, Poems, funny ads and a business scheme about Chocolate. This demonstrated that when designing a curriculum, different elements of curriculum design must be considered, as even a simple chocolate can be learned in so many different ways, and a complex human being may be able to learn in even more ways. I also learned about differentiated instructions through a group activity that demonstrated different methods of instruction. For different forms of instruction, we did different activities such as posters, role play, illustrations, translation and summarizer etc. So, in History subject, we have various topic that needs to incorporate role play, translation and etc, so in future in order to cater for the needs of the students, differentiated instructions are very crucial. Overall I enjoyed learning this unit as we were engaged most of the time.

I Drew this during the activity, my favourite chocolate

Individual creativity sent in CUS Telegram group.

I also enjoyed learning about the Universal Design for Learning. UDL means developing a flexible learning environment. It is all about meeting the needs of all students. 

UNIT 6 - CURRICULUM DESIGN

The understanding of how a curriculum is truly curated was the main goal of this course. Curriculum design, according to Barlow et al. (1984), is primarily concerned with questions like what to include in the curriculum and how to present it so that it may be applied successfully. It can be considered in a variety of contexts. There are seven different types of curriculum designs: subject-centred, learner-centred, problem-centred, balanced, integrated, and board-field. We were split up into groups to talk about a certain aspect of curriculum design for this.

Most interesting: Since it focuses on preparing children for their future, I appreciated learning about balanced and child-centred curriculum design.

Balance Curriculum Design 

Child-Centered Design

Both of these curriculum designs put a strong emphasis on competency-based education and take a variety of learners into account. Learning about the core curriculum was also interesting to me. A core curriculum is a group of common courses that are required of all undergraduates and are thought to be essential for students' general education, regardless of their choice of major. One of its many fascinating elements was how the core curriculum contributes to addressing social concerns in society. In addition, the subject matter is chosen in accordance with everyday events. Additionally, it seeks to maximize student participation. Additionally, it emphasizes the introduction of interactive teaching and learning strategies to improve a favourable environment.

The learner's requirements want, and aspirations are taken into account in the learner-centred design, which is the least interesting. It also has a few significant flaws, like the possibility that learners' interests and requirements are not legitimate. Additionally, it might not reflect the fundamental learning abilities and could end up being expensive because it calls for resources that are available to each individual.