Curriculum Designing Process


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Parts of curriculum design

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Curriculum Designing Process

  1. 1. THE PROCESS OF DESIGNING THE CURRICULUM Curriculum design is a process of thinking through how you want to organize what you want students to learn:  Whereas lesson plans are what the teacher plans to do for the day and unit plans are what the teacher wants to do over several lessons or weeks, curriculum plans should be what the teacher wants students to learn over years. Sometimes teachers do yearly plans for a grade level that describe what students in a particular grade will learn over a year’s time.
  2. 2. KEY POINTS WHAT Content HOW Methodology REVIEW Evaluation and Assesment WHEN Dates and time WHY Students School Teachers
  3. 3. LEVELS OF PLANNING Curriculum: A plan for grades : 0-11 or Levels Yearly Plan: A plan for a grade level over a year’s time that describes the distribution of units over the year. Unit Plan: A plan for a series of lessons in the same content area. Lesson Plan: A plan for a lesson. Planning should begin with decisions about the curriculum
  4. 4. PARTS OF A GOOD CURRICULUM GUIDE 1. A statement of philosophy that describes the purpose of your program and the rationale for including your program in the school curriculum. 2. The specifi c goals of your program drawn from your philosophy and your understanding of your students that describe the skills, knowledge, and dispositions you want your students to have when they leave your program. 3. A sequence of performance Indicators/objectives/outcomes by grade level that take the learner from where they are at the beginning of your program to the specific goals you have established for the end of your program.
  5. 5. PARTS OF A GOOD CURRICULUM GUIDE 4. A content framework that organizes your program objectives by content area into units or themes and describes what will be taught in each grade. 5. A yearly block plan for a grade level that describes what content area will be taught and when throughout the school year. 6. An assessment plan that will be used to determine if the program goals have been achieved
  6. 6. BE AWARE OF… Context: Real life inside outside the classroom, type of school, and type of SS National standards: Laws and polices International standards: CEFW
  7. 7. A GOOD CURRICULUM PLANNING: Are the parts of the guide aligned with each other?  Is the content aligned with the standards?  Is the content specific enough to provide direct help for unit planning?  Is the sequence progressive and developmentally appropriate over the years?  Are assessment materials provided that assess the goals and objectives of the curriculum?