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Developing an Inclusive CurriculumAre you interested in devising learning programs that are responsive to cultural diversity? First of all, under the heading course content and design, the checklist asks if and how your curriculum content acknowledges diverse cultural values which build on prior learning, experiences and goals. Does it make explicit 'assumed knowledge'. Providing opportunities for children to access cultural knowledge and skills and experiences is essential. Next the checklist focuses on the actual materials used. Are they inclusive and do they present people from diverse backgrounds, and if so, how are they portrayed and represented? Are there any stereotypes or biases present? People from diverse backgrounds include Aboriginal and Torres Strait Islander people, women, people with special needs, disabilities and learning differences, as well people from diverse socioeconomic and cultural backgrounds. Consider how issues of race, gender, class, disability and sexuality are addressed, and inequalities based on these explored and analysed within the materials used. The learning activities children experience and the methods employed to teach children should reflect and be responsive to diverse cultural values. Children need to be given opportunities to interact with diversity in meaningful way. Does the curriculum content and methodology build on cultural diversity in the community as an educational resource? Does it provide for equal access and opportunity? In addition, does it avoid advantaging or disadvantaging particular individuals or groups? Learning activities and their assessment need to take into account values, goals, perspectives and experiences of the children and recognise that these are different for different groups of people or individuals. Gender inclusivity was a key focus of the checklist. It asks if the curriculum acknowledges and takes into account gender differences, distinguishing gender-inclusiveness from 'gender-blindness' and 'gender neutrality'. It also calls for a recognition of the need for diversity in sourcing research (from a variety of perspectives and experiences) to produce inclusive, balance and unbiased information. Does the generalisations and references to achievement made within the curriculum content apply to both men and women in a way that does not reinforce stereotypes? The curriculum needs to encourage children to question how thinking and knowledge-making have been shaped by available sources. It is also important to ensure that the range of teaching and learning opportunities on offer as well as the assessment methods used cater for a diversity of learning styles and are accessible to both genders. Equally important is creating a curriculum that is inclusive of Aboriginal and Torres Strait Islander people as Australia's original occupants. Activities and materials need to culturally appropriate and accurately represent the effects of colonisation and occupation on Aboriginal communities and people, in both historical and contemporary contexts. Learning experiences need to encourage children to question how knowledge and thinking are shaped by racial categories and stereotypes. Do they include the opportunity to allow children to have a clear understanding of the dynamics and background of the local Aboriginal community? And finally the checklist asks, in what ways does your teaching support and encourage the development of effective personal relationships with Aboriginal and Torres Strait Islander students?
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education in Australia. State and Territory governments are responsible for regulating home education and have different requirements, however home educating families are able to develop curriculum and learning programs to suit the individual needs of their children.
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Pioneering members of the home education movement in Australia, Beverley and Robin Paine are passionate advocates of true educational choice for families. They began homeschooling their children in 1986 and three years later started the South Australian Home Based Learners network.
Beverley wrote Getting Started with Homeschooling in 1995-97 and since then continues to write books and booklets on home education. She balances spending time helping home educators with working in her garden and renovating her home, as well as continuing to build her collection of writing on a variety of homeschooling subjects. Beverley maintains an extensive collection of websites as well as several Yahoo groups supporting families teaching their children at home.
In 2007 Beverley joined the HEA and was a committee member for three years during which time she edited and produced the HEA Newsletter, Stepping Stones for Home Educators magazine, annual Resource Directory and other HEA publications.
If you'd like to keep in touch with what Beverley is up to her in her life, sign up for the Homeschool Australia Newsletter or visit her Homeschool Australia Facebook page.nor do they endorse or recommend products (other than their own) listed in contributed articles, pages, or advertisements.