Curriculum development a modern approach

1. CURRICULUMDEVELOPMENT SYLLABI
ITTA NATION’S CAMPUS
WAK Warnakulasooriya MSc/

2. Units ..
1. Concept and changing definition of curriculum,
2. place of curriculum in the educational process,
3. Types of curriculum and trends in curriculum development
4. Curriculum development in Sri Lanka before and after independence,
5. Models of curriculum development,
6. Curriculum organization: objectives and contents, development of the teaching -
learning process,
7. Problems of curriculum organization,
8. Curriculum evaluation,
9. A critical study of contemporary curricular organization in Sri Lanka.
10. Mock test / past paper discussion/ writing skills / referencing.
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3. Models of curriculum development,

8. /Essentialism/Progressivism /

18. Tyler model continues…

19. Students can ……do…..

23. Good objectives …

24. The Hilda Taba Model

26. Seven steps model Hilda Taba model

30. Taba model

34. The Oliva model..

39. Your take home assignment – 1
• Assignment / pass paper ICI University Cambodia
• Q- 1 What is meant by curriculum development? ( 2 pages or more 8
Marks)
• Q- 1.1 –List four major models curriculum development :Compare
and contrast two leading models of Curriculum development ( 17
MARKS – Pages 6<)

41. The curriculum organization

42. • The organization

64. The organization
• The organization of content refers to the way in which the content is
structured, presented, and sequenced within a curriculum or course. A
well-organized curriculum or course can help students to understand
and retain information, make connections between concepts, and build
upon their existing knowledge and skills.
• In curriculum design, sequencing, continuity, and integration are
important aspects of organizing content in a way that promotes
student learning.

65. Sequencing
1.: The sequencing of content refers to the order in which topics
and concepts are presented to students. A well-sequenced
curriculum is designed so that students are introduced to
foundational concepts before moving on to more complex ideas.
This can help students to build their understanding and to make
connections between different concepts. For example, in a
science curriculum, students may start by learning basic
concepts such as the scientific method before moving on to
more complex topics such as genetics or ecology.

66. Continuity:
1. Continuity refers to the coherence and consistency of a
curriculum across different courses and grade levels. A well-
designed curriculum ensures that there is a clear and logical
progression of concepts and skills from one course or grade
level to the next. This can help to avoid gaps in students’
knowledge and to ensure that they are prepared for the
challenges of higher-level coursework. For example, a
language arts curriculum might ensure that students learn the
fundamentals of grammar and sentence structure in earlier
grades, before moving on to more complex reading and writing
tasks in later grades.

67. Integration:
• Integration involves the incorporation of different subjects or
disciplines into a unified curriculum. This can help to promote
student engagement and understanding by demonstrating the
connections between different areas of knowledge. For
example, a history curriculum might incorporate elements of
literature, art, and geography to help students understand the
cultural and historical context of different time periods.

68. • The following are some common methods for organizing
content in a curriculum:
1.Chronological order: This approach organizes content by time,
such as historical events or a sequence of steps in a process.
This is commonly used in history, science, and mathematics
courses.
2.Conceptual order: This approach organizes content by related
concepts or themes, such as grouping content by different types
of literary genres or scientific phenomena. This is commonly
used in interdisciplinary courses.

69. 1.Difficulty level: This approach organizes content by level of
difficulty, with more basic concepts introduced before more
complex ones. This is commonly used in math and science
courses.
2.Integration: This approach combines multiple subjects or topics
into a single unit, such as teaching literature, history, and social
studies together in an English course.

70. 1.Spiral progression: This approach builds on previously learned
concepts and content, with each new lesson revisiting and
expanding upon previous material. This is commonly used in
foreign language and music courses.
2.Problem-based: This approach presents content in the context
of real-world problems or situations, allowing students to
develop problem-solving skills and apply their knowledge to
practical situations