National Curriculum Development Process (Plan)
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National Curriculum Development Process (Plan)

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Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of ...

Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.

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National Curriculum Development Process (Plan) National Curriculum Development Process (Plan) Presentation Transcript

  • Dr. Cynthia Crump From Theory To Practice
  • Objectives of Workshop  Improve … understanding and practical employment of the curriculum development process;  Explore current debates and research scholarships … in core areas  Practise ..reviewing and developing curricula and support systems….
  • Curriculum Plan Guide  (i) selecting committee members  stating the underlying belief statements;  (ii) describing the characteristics of the students;  (iii) identifying the subjects in the current review cycle; and  (iv) outlining interrelated actions and key stakeholders throughout the curriculum process.
  • Strategic Plan Design philosophy Set goals and objectives Identify methods / strategies Implement Monitoring and Evaluating Revise / Review Needs Assessment Committee selection
  • Strategic Plan Design philosophy Set goals and objectives Identify methods / strategies Implement Monitoring and Evaluating Revise / Review Needs Assessment Committee selection Ongoing Professional development
  • Curriculum Teams  Stakeholder groups are integral to the curriculum development process. (Meyers & Bushney, 2008).  curriculum director  curriculum writers  Evaluator  Facilitator  supervisors  students  parents  teachers  administrators  organizations/bureaucraci es  employers, government departments  consultants  specialists or experts mentors  coaches  academics  community groups
  • Needs Assessment PURPOSE DATA COLLECTION  to identify what is needed and by whom based on the issues observed in the selected environment (El Sawi, 1996).  main evaluator (guide/Leader)  Members of the curriculum team  Questionnaires  Interviews  focus groups  observation schedules.
  • Needs assessment issues competencies Committee members
  • At the top of a sheet of paper , indicate your stakeholder group. Then write answers to the following questions…. 1. How do you define a ‘National Curriculum’ ? 2. Why do we need a ‘National Curriculum’ ? 3. What might influence the components of a curriculum? 4. Name a subject (Primary and Secondary /teach or interest) – i. What is the MAIN purpose of teaching/learning the subject? ii. What is the MAIN hindrance in achieving the purpose? iii. Who should write the curriculum? 5. What might your specific role be in the curriculum development process? 6. What is the purpose of EDUCATION?
  • Belief Statements National Goals mission philosophy vision
  • Mission statement To provide for all citizens and residents, in collaboration with other stakeholders, a comprehensive course of lifelong education which will enable individuals to develop and achieve their full potential, allowing them to make a meaningful contribution to National Development.
  • National goals, mission, vision What is the emphasis? What theories influence statements? What is the purpose of schooling? How do national goals match up to the theory/philosophy of developing the ideal citizen?
  • Goals, Mission & Vision: Emphasis [Source: adaptation of www.freeclipart.com] Citizenship – respect, culture, national unity, diversity, rights and responsibilities Globalization, regionalization, nationalization and knowledge economy Gender issues - equality history, role of labour and entrepreneurship Critical and creative thinking Science & Technology and the environment Personal and social skills and dispositions: self and others Core skills: literacy and numeracy, speaking and listening and questioning
  • UNESCO FOUR IMPERATIVES ARE THESE EMPHASIZED IN THE NATIONAL GOALS?
  • CARICOM THE IDEAL PERSON: ARE THESE EMPHASIZED IN THE NATIONAL GOALS?
  • Student Characteristics  WHO are we charged with moulding?  Curriculum developers and instructors must demonstrate understanding of:  level of reasoning;  moral and ethical issues influencing their behavior;  the diversity between male and female and other issues affecting physical growth and socialization;  the role of interaction;  self esteem and identity issues;  their need for independence and decision making and attention (Bucher & Lee Manning, n.d.).
  • Beneficiaries studentsneeds challenges factors characteristics
  • Needs/Gaps  Local evidence  Evidenced-based:  lower performance than their counterparts  Low motivation,  low levels of literacy and numeracy  Low self-esteem, inadequate learning strategies, and distractions within the environment could be associated with these problems.  lack of motivation does result in lack of interest, appreciation and unacceptable behaviors. (Gredler, 2005; Lau & Chan, 2001)  Gifted  Special needs
  • Who is the ideal (National) student Considering the goals, mission and vision:- Write statements to describe the expected characteristics of students who graduate from: Primary school Secondary school
  • Models Content /product Experience Framework outcomes-based Standards-based Competency-based Bruner Piaget Tyler Taba Pavlov Skinner
  • CREATE A VISION STATEMENT TO REFLECT UNDERSTANDINGS OF THE NATIONAL GOALS , MISSION AND VISION and THE CHARACTERISTICS OF THE IDEAL STUDENT.
  • Definitions process product content context praxis
  • INVENTORY!! of curricula & supporting materials
  • The philosophy of the Department of Education WHAT ARE THE GUIDING TENETS?
  • References Gredler, M. (2004). Learning and instruction: Theory into practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall. Daniels, S. (2006). Oklahoma School district goes over the top. Quality Progress, 39(5), 51-59. Dewey, J. (1997). Experience and education. (1st ed.). New York: Touchstone. (Original work published in 1938). El Sawi, G. (1996). Curriculum development guide. Population Education for Non-Formal Education Programs of Out-of-School Rural Youth. Retrieved February 02, 2010, from http://www.fao.org/docrep/009/ah650e/ah650e00.HTM Hubisz, J. (2003). Middle School texts don’t make the grade. Retrieved February 28, 2010, from http://www.science-house.org/middleschool/whatsnew/PT-Hubisz05031.pdf Jamison, K. (2002). Experiential learning model. Adapted from National 4-H curriculum Handbook, 1992. Retrieved on February 20, 2010 from http://njaes.rutgers.edu/learnbydoing/ExperLrngInservice2002.ppt Meyer, M. H., & Bushney, M. J. (2009). Towards a multi-stakeholder-driven model for excellence in higher education curriculum development. SAJHE 22(6), 1229-1240. National Curriculum Policy Framework (2009). Curriculum Development Unit. Ministry of Education, Antigua & Barbuda. Wiggins, G., & McTigue, J. (2006). Understanding by design. (2nd ed.). New Jersey, Pearson.