The document discusses the concept and need for curriculum design. It provides examples of possible curriculum design concepts, such as classics-focused, community-centered, and hands-on curriculums. It emphasizes that a curriculum design concept should capture the overall character of the curriculum in a brief statement. The document also notes that curriculum design is needed to meet societal needs, develop a country's economy, and achieve national visions, like promoting tourism. Well-designed curriculums that meet market demands can increase university enrollment and revenue.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
PART IV · Administration of Programs and Services Table 13.docxherbertwilson5999
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
Program Outcomes Retrospective Paper- ACE Capstone ExperienceSydneyHendricks2
As someone who aspires to be a school leader in the future, completing this master’s program through American College of Education has been very impactful. I have grown in my ability to collaboratively lead and manage school personnel, facilitate a culture that supports and celebrates diverse people and perspectives, design and implement a viable curriculum and overall learning experience for students, develop partnerships with parents and community members, and use research to support all decisions regarding resources and other learning-centered topics. I began this program as only a novice teacher, but I am finishing this program as a teacher leader who is adequately prepared to accept and fulfil the role of principal. In this retrospective paper, I will highlight some of the most impactful experiences that helped improve my competency related to the eight program outcomes as identified for educational leaders.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Chapter 3 - Islamic Banking Products and Services.pptx
Cd assignment 1111
1. pg. 1
Curriculum development (Assignment# 1)
Q.1:Discuss the nature and scope of curriculum.
Ans: Nature of Curriculum Development:
Curriculum comes from the Latin root, "currere" which means "to run", which later came
to stand as the "course of study."
Curriculum is something determined by experts and authorities.
There is no right curriculum.
Curriculum should reflect the real world, be practical, of use.
There are many curricula we can learn and negotiate. Curriculum encompasses all
learning opportunities provided by school.
Curriculum is a plan for all experiences which the learner encounters in school.
Curriculum is subject to perspectives, debate, and change. Only positive change
brings about development. For change to be positive and result in development, it
must be Purposeful, Planned, and Progressive. Positive change brings about
improvement. It takes a person or a group to higher levels of perfection.
Curriculum is an instructional program.
Curriculum is a comprehensive plan for an educational/ training programme/course to
offer new/improved manpower to fulfill the rising needs of a dynamic society.
Curriculum is that which make the differences between maturity and immaturity,
between growth and stasis, between literacy and illiteracy, sophistication (moral,
intellectual, social and emotional values) simply.
It is thought of courses and outlines that contain a heritage of knowledge for man that
makes the differences between lives of man.
2. pg. 2
Scope of Curriculum:
1. The first is substantive and has to do with goals, subject matter, materials and the
like – the common places of any curriculum. Inquiry is into their nature and worth.
The Substantive in Practice: the substantive takes us into all those matters of goals
– what is taught, how what is taught is arranged or evaluated, what evaluation procedures
are used and so on – which have been gist for the mills of curriculum planners, theorists
and researchers for many years. But the focus almost always has been on what
ought to be, not what is. An external observer might ask questions, such as, what are
children and youth taught in school? How much time is devoted to what topics? When
and for what time periods do topics reappear? What is done with them the second or third
time that was not done the first time these topics were introduced? There are other
perceptions. What do teachers perceive the curriculum to be? Students? School board
members? Parents? The curriculum is in the eye of beholder.
And so there are many curricula perceived simultaneously by different individuals
and groups. Therefore, it is necessary for the curriculum maker that all these points
should be kept in mind while designing the curriculum.
2. The second is political-social. Inquiry involves the study of all those
human processes that through which some interests come to prevail over others so
that these ends and means rather than other emerge.
The Political-Social in Practice: one of the blessings of dealing with only
substantive components of curriculum is relative isolation from areas of ultimate use. The
development of ideas is not easy, of course, but any voyage of commitment seeking
acceptance of these ideas in sociopolitical discussions can be soul searing. Ideas must
endure intense competition where much more is at stake than simply their validity.
The term “political” is not used here in any pejorative sense. It pertains to those
processes through which differing views of what is desirable are placed in public
competition and, usually, achieve at least a temporary status of primacy. Views
range from those representing short-term parochial interests to those embracing noble
images of the future.
In curriculum planning, governmental leaders choose, for example, between
alternative views of the creation of man and of how capital should be distributed. Their
choices place restrictions on the freedom exercised by local school boards in determining
the ends and means of school under their jurisdiction. Likewise, the choices of both
legislators and school board members have far-reaching implications for what boys and
girls study in the lower schools.
3. pg. 3
3. The third is technical-professional. Curriculum inquiry examines those processes of
group or individual engineering, logistics and evaluation through which curricula are
improved, installed or replaced.
The Technical-Professional in Practice: It is clear that technical operations requiring
specialized knowledge and skills enter into all levels and aspects of practice. State and
national governments employ professional-technical staffs to gather certain essential data
and to implement policy. The superintendent of schools in a local district provides
school board members with information regarding curricular practice and, personally or
through others, seeks to maintain and improve what is taught in the schools.
These individuals are from time to time called upon to report on the economy, efficiency,
humaneness or relevance of educational programs within their sphere of authority.
Q.2: Enumerate the six features of curriculum and describe any one of them.
Ans: Six features of curriculum:
1) Who teaches? - The Teacher
2) Who do the teachers teach? - The Learners
3) What do the teachers teach? - Knowledge, Skills, Values
4) How do teachers teach? - Strategies and Methods
5) How much of the teaching was learned? – Performance
6) With whom do we teach - Community Partner
4. pg. 4
oHow much of the teaching was learned?
Performance:
• At the end of the teaching act, it is necessary to find out if they objectives set were
accomplished.
• In curriculum we call this the learning outcomes.
• These learning outcomes indicate the performance of both the teachers and the learners.
• Learning outcomes are the product performance of the learners as a result of teaching.
• Performance is a feature of a curriculum that should be given emphasis.
• The curriculum is deemed to be successful if the performance of the learners is higher
than the target set.
Q.3:Explain the process ofcurriculum and discuss all its related
elements.
Ans: Processofcurriculum:
10. pg. 10
The Four Components of Curriculum.. (Cayadong, Lindo)M.
Curriculum plays an important role in an educational system. It is somehow a blueprint
which leads the teacher and the learner to reach the desired objectives. As a result,
authorities have to design it in such a way that it could lead the teacher and the learner
meets the desired learning outcomes.
The four componentsof the curriculumare:
1. CurriculumAims,GoalsandObjectives
2. CurriculumContentorSubjectMatter
3. CurriculumExperience
4. CurriculumEvaluation
These fourcomponentsof the curriculumare essential.These are interrelatedtoeachother.
Each of these hasa connectiontoone another.
Aims,goals, and objectives can be simplifiedas“whatisto be done”,the subject
matter/content:whatsubjectmatteristobe included,the learningexperience”what
instructional strategies,resourcesandactivitieswill be employed,andthe evaluation
approaches, while curriculumevaluationis“whatmethodsandinstrumentswillbe usedto
assessthe resultsof the curriculum.
The curriculumaims,goalsand objectivesspelloutwhatisto be done.It triestocapture what
goalsare to be achieved,the vision,the philosophy,the missionstatementandobjectives.
Further,itclearlydefinesthe purpose andwhatthe curriculumistobe acteduponand try what
to drive at.
In the same manner,curriculum has content. Inhere,itcontainsinformationtobe learnedin
school.Itis an elementoramediumthroughwhichthe objectivesare accomplished.
A primordial concernof formal educationisprimarilytotransmitorganizedknowledgein
distilledformtoa newgenerationof younglearners.
The traditional sourcesof whatistaught and learnedinschool ispreciselythe foundationof
knowledge,therefore,the sciencesandhumanitiesprovide the basisof selectingthe contentof
school learning.
In organizingthe learningcontents,balance,articulation,sequence,integration,andcontinuity
forma soundcontent.
11. pg. 11
For the third component, the curriculum experience, instructional strategies and
methods are the core of the curriculum. These instructional strategies and methods will
put into action the goals and use of the content in order to produce an outcome.
These would convert the written curriculum to instruction. Moreover, mastery is the
function of the teacher direction and student activity with the teacher supervision.
For the fourth component, the curriculum evaluation is an element of an effective
curriculum. It identifies the quality, effectiveness of the program, process and product of
the curriculum.
In summary, the components of a curriculum are distinct but interrelated to each other.
These four components should be always present in a curriculum. I could say that these
are essential ingredients to have an effective curriculum.
For example, in a curriculum, evaluation is also important so one could assess whether
the objectives and aims have been meet or if not, he could employ another strategy which
will really work out.
Curriculum experience could not be effective if the content is not clearly defined. The
aims, goals and directions serve as the anchor of the learning journey, the content or
subject matter serve as the meat of the educational journey, curriculum experience serves
as the hands –on exposure to the real spectrum of learning and finally the curriculum
evaluation serves as the barometer as to how far had the learners understood on the
educational journey.
13. pg. 13
Q.4:Describe the conceptand need of curriculum design.
Ans: Conceptof curriculum:
Design: The arrangement of the elements of a curriculum into a substantive entity.
CONCEPT OF CURRICULUM DESIGN: Some overarching idea about the
curriculum is a starting place for the creation of a design concept. It may be
impressionistic rather than definitive, but no less valuable for that. It provides a point of
reference as alternative designs are debated and negotiated. The possibilities are endless,
but a curriculum concept commonly includes the instructional contexts to be emphasized,
the teaching methods to be used, and the resources to be exploited.
Design concepts can be expressed in a variety of ways—lists and other verbal descriptors,
sketches, flow charts and other diagrams, physical models, or accounts of attractive
precedents. In the case of a curriculum design, we need at least a brief statement that
captures the character of what the new curriculum will be like—or at least articulates
separately those few aspects that are deemed to be central.
14. pg. 14
As we saw in the Prologue, the United Nations governing board informed the architects
of the United Nations headquarters in New York City that the new facility should
“proclaim the dignity and significance of the infant organization, yet serve as a practical
‘workshop for peace,’ be international in spirit but still live in harmony with its
surroundings, and point to the future rather than honor the past.” Such an overarching
idea can serve as an inspirational design concept. It provides a point of reference as
alternative design possibilities are debated. Similarly, in curriculum design, it makes
sense to formulate an overarching idea or a small set of ideas. One way to think about
such a statement is to imagine offering a brief answer to this question: What is the
curriculum intended to be like?
Below are some examples of possible concepts, not necessarily mutually exclusive, for
curricula. Although they promote a variety of goals, any one (or combination) of them
would still have to aim also at achieving the agreed-upon set of specific learning goals.
These examples of curriculum concepts are not offered as a complete set of categories,
but only as a few interesting possibilities that could stand alone or be combined with one
another.
• A classics curriculum that, in early grades, concentrates on preparing students to study
in later grades the great writings, master paintings, musical compositions, grand
structures, and scientific discoveries of the ages with increasing understanding and
delight.
• A community-centered curriculum in which, at every grade level, students explore
traditional subjects in relation to community needs and problems, with what constitutes
“community” expanding over the years from a neighborhood to a global frame of
reference.
• A high-tech curriculum that, from the first year on, exploits the power of state-of the-
art information and communications technologies so that all students can become
proficient in finding, gathering, organizing, analyzing, and communicating information,
which, in effect, would put them in a virtual classroom of worldwide learning.
• A science and technology applications curriculum in which all subjects are studied in
the context of agriculture, materials and manufacturing, energy sources and use,
information processing and communication, health, transportation, and other such general
categories of human endeavor.
• A hands-on curriculum in which instruction is largely organized around individual
and group projects that favor active involvement over passive learning—in science,
actual investigations over textbook study; in art, studio work over slide lectures on art
history; in social studies, preparing reports on actual community problems; and so forth.
15. pg. 15
• A language-immersion curriculum in which a standard liberal-arts curriculum is
invested with the development of language competence that facilitates the participation of
Americans in global business and in cultural and scientific affairs.
• A learning-to-learn curriculum in which, in every subject and at every grade level,
learning techniques are emphasized even more than the acquisition of given knowledge,
guided independent study is featured as a way to develop these techniques through
practice, and graduation is based on the student’s showing competence as a self-learner.
• An individualized curriculum in which, in the upper grades, each student fashions—
from a rich array of diverse offerings—a personal program of studies in collaboration
with parents and guidance counselors, and in which graduation is predicated on the
student’s completing that program and passing examinations in prescribed subjects.
• A work-study curriculum in which academic studies are leavened with supervised
real-work assignments in school (teaching, cafeteria, gardening, building maintenance,
clerical, etc.), or in the community as volunteers (in nursing homes, parks, libraries,
university and industrial laboratories, etc.), so that students develop good work skills and
a commitment to community service, in addition to receiving a basic education.
• A “vistas” curriculum in which instruction is organized into a relatively few,
interdisciplinary, cross-grade settings—such as a farming plot, a forest site, or
community service operation—in which students participate several times, at different
levels of sophistication, over their K-12 school careers.
• An inquiry curriculum in which, at every opportunity, study is motivated and
organized by students’ own questions and efforts to find answers themselves.
• An environmental curriculum that uses the description and operation of the physical
and biological environment—and the social issues associated with them—as a focus for
learning all subjects at every grade level.
In these few examples, each curriculum-design concept features only one or two aspects
of a curriculum. Of course, a complete final design has to incorporate all aspects of the
curriculum as a system, but the drive to create and promote a new curriculum commonly
comes from an inspiring emphasis on just one or two of its dimensions.
In any case, after considering several possible curriculum concepts—there are always
alternatives—one must be selected for development. Judging from the language found in
the education literature, the need for general characterizations is widely recognized. One
trouble with such shorthand designators is that they are often no more than popular
slogans of the day and only superficially characterize curricula. It may be hard to
distinguish a curriculum claiming the banner of “hands-on,” “problem-solving,” or “back
to basics,” from one that does not. Something more than a label is needed. Still, it is not
particularly helpful to have a long treatise on one’s philosophy of education, particularly
since such statements tend to encompass political and instructional issues as well as
curriculum, and often have a tenuous connection to the actual curriculum design. What
16. pg. 16
stands to be most useful as a design concept is no more than a paragraph or two—more
than a slogan, less than an essay—setting out the main ideas, themes, or features that help
to make sense out of what might otherwise appear to be a hodgepodge, a curriculum
without character or personality.
Needs of Curriculum Design
Curriculum development has a broad scope because it is not only about the
school, the learners and the teachers. It is also about the development of a society
in general.
In today’s knowledge economy, curriculum development plays a vital role in
improving the economy of a country. It also provides answers or solutions to the
world’s pressing conditions and problems, such as environment, politics, socio-
economics, and other issues on poverty, climate change and sustainable
development.
There must be a chain of developmental process to develop a society. First, the
school curriculum particularly in higher education must be developed to preserve
the country’s national identity and to ensure its economy’s growth and stability.
Thus, the president of a country must have a clear vision for his people and for
the country as well.
For instance, in the Philippines, if President Aquino would like the country as the
Asia-Pacific’s tourism hub, then the school curriculum must be developed along
that line. Curricular programs for higher education can be crafted in such a way
that it will boost the tourism industry and work into different models on edu-
tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism, techno-
tourism, agri-tourism, archi-tourism, among others.
If universities have curricular programs that are innovative and in demand in the
local or global markets, many students even from foreign countries will enroll.
Higher number of enrollees would mean income on the part of the universities.
As a result, if the income is big, it can be used for teachers’ promotion,
scholarship and remuneration. It can also be used in funding research and
development endeavors, and in putting up school facilities, libraries, and
laboratories. I believe that the country’s economy can improve the people’s way
17. pg. 17
of life through curriculum development. And in order to develop it, curriculum
experts or specialists should work hand in hand with the lawmakers (senators
and congressmen), the local government officials, such as governors, mayors, and
others; the business communities and industries; and stakeholders to set
implementing rules and policies for educational reforms.
Q.5: Briefly explain the principles of Curriculum design.
Ans: Five Key Curriculum DesignPrinciples
1. Alignment / interdependence
All elements are in alignment, they are all inter-dependent, they form a
system, and together they send the same message.
2. Strategy
Teaching (and learning) is deliberate and purposeful, therefore it is strategic and
directed and that means, it is aligned with the rationale.
3. What’s driving the learning? … The assessment!
Should be an integral part of your teaching strategy (it is a teaching method).
Should be seamlessly integrated with the rationale+aim+objectives.
4. Each assessment item:
Should map to specific objective
Should have a clear purpose.
5. Validity checks the assessment
Did you assess something not specified in the aims? Why?
Did the aims specify something you did not assess? Why?
Do the assessments measure what they purport to? (I’ll return to this point)
Relational Curriculum Design
Rationale + Aim +
Objectives/Desired Learning
Outcomes
Context (The teaching team,
resources/environment, the
student)
Realit
y
Why
Consistency check
Assessment
18. pg. 18
Assessment is learning and teaching
strategy!!
OR
Principlesfor curriculumdesign
The curriculum should be designed on the basis of the following principles:
Challenge and enjoyment
Breadth
Progression
Depth
Personalization and choice
Coherence
Relevance
The principles must be taken into account for all children and young people.
They apply to the curriculum both at an organizational level and in the classroom
and in any setting where children and young people are learners.
The principles will assist teachers and schools in their practice and as a basis for
continuing review, evaluation and improvement. They apply to the curriculum at
national, education authority, school and individual levels and must be taken into
account for all children and young people
Although all should apply at any one stage, the principles will have different
emphases as a child or young person learns and develops.
Challenge and enjoyment:
19. pg. 19
Children and young people should find their learning challenging, engaging and
motivating. The curriculum should encourage high aspirations and ambitions for
all.
At all stages, learners of all aptitudes and abilities should experience an
appropriate level of challenge, to enable each individual to achieve his or her
potential. They should be active in their learning and have opportunities to
develop and demonstrate their creativity. There should be support to enable
children and young people to sustain their effort.
Breadth
All children and young people should have opportunities for a broad, suitably
weighted range of experiences. The curriculum should be organized so that they
will learn and develop through a variety of contexts within both the classroom and
other aspects of school life.
Progression
Children and young people should experience continuous progression in their
learning from 3 to 18 within a single curriculum framework.
Each stage should build upon earlier knowledge and achievements. Children
should be able to progress at a rate which meets their needs and aptitudes, and
keep options open so that routes are not closed off too early.
Progression in the experiences and outcomes
Depth
There should be opportunities for children to develop their full capacity for
different types of thinking and learning. As they progress, they should develop
and apply increasing intellectual rigour, drawing different strands of learning
together, and exploring and achieving more advanced levels of understanding.
Personalizationand choice
The curriculum should respond to individual needs and support particular
aptitudes and talents. It should give each child and young person increasing
opportunities for exercising responsible personal choice as they move through
their school career.
Once they have achieved suitable levels of attainment across a wide range of
areas of learning, the choice should become as open as possible. There should be
20. pg. 20
safeguards to ensure that choices are soundly based and lead to successful
outcomes.
Coherence
Taken as a whole, children and young people's learning activities should combine
to form a coherent experience. There should be clear links between the different
aspects of children and young people's learning, including opportunities for
extended activities which draw different strands of learning together.
Relevance: Children and young people should understand the purposes of their activities.
They should see the value of what they are learning and its relevance to their lives, present
and future.
21. pg. 21
Source: Curriculum Development System by Jesus Palma (1992) Posted by Dr.
Olga C. Alonsabe at 7:27 AM Labels: curriculum development system, olga alonsabe
http://olga-syscurriculum.blogspot.com/2011/05/4-components-of-curriculum-
cayadong.html http://www.project206
org/publications/designs/online/pdfs/designs/chapter1.pdf
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/howisth
ecurriculumorganised/principles/pedia
Abrahamson S, PhD., Diseases of curriculum, Journal of medical education, Vol.
53, p.p. 951-957.
Alshehri, M.Y. (2001). Medical Curriculum in Saudi Medical colleges: Current
and future perspectives, Annals of Saudi Medicine, Vol. 21, No. 5-6, pp. 320-323
Barnett, R. (2000). Super complexity and the Curriculum, Studies in Higher
Education, Vol. 25, No. 3, pp. 255-265.
Burton, J. L. & McDonald. S. (2001). Curriculum or syllabus: which are we
reforming? Medical Teacher, Vol. 23, No. 2, pp. 187-191
www.google.com
Www.wikipedia .com
Libraries
The school has a well stockedjunior libraryand a senior library, with an impressive
index of titles, coveringbothfictionand nonfiction, resource /reference books ,
dailies and magazines. Our richcollectionof books is updated regularlyand students
are encouragedto make full use of this facilityto developa love for books from an
earlyage.
In addition, the libraryalso features an integratedICT suite to compliment the
researchactivities. The fully networked computers withappropriate researchbased
software and high speedinternet access are available for teachers and students to use.
A state-of-the-artLibrarywith a colorful ambience for the Primaryschool encourages
childrento venture into the wonderful world of storybooks. A major attractionis the
'storytent' where the young students gather for sessions of storytelling.
ICT
22. pg. 22
ICT is integratedthroughout the curriculum as a teaching tool. An Active Board with
a touchscreenthat permits adynamic interactive learningenvironment facilitates the
teacher’s control of student activity.
The fibre-optic connects everydepartment in the School and provides networkand
Internet access to pupils and teachers from all ICT laboratories, staff rooms, the
library and administrative offices locatedinthe School.
Teaching in class is no longer restrictedto traditional methods. Teaching facultyuse
computer-aidedvisuals and lectures withthe latest graphic modules.
To keepabreast with the changing needs of the educationscenario the school
maintains 6 distinct ICT labs well equipped with modernsystems suchas Pentium IV
and interconnectednodes withbroadband line for internet browsing.
There are currentlyover two hundred and fiftycomputers available for students to
use, all connectedto the school’s networkrunning MicrosoftServers. Laptops are
provided for all teaching staff. Classroomsare fittedwithdigital projectors. Students
and staff have full time access to HighspeedBroadband Internet and wireless
network.
Kindergarten Play Area
A separate indoor play area provides a safe atmosphere for our young students. Soft
play areas and equipment provide a variety of activities for the students to be
occupied.
Kindergarten Activity Room
These well equipped and spacious rooms provide a wide variety of resources aimedat
stimulatingthe interestsof youngstudents during recreationtime and also for specific
class activities.
Educational toys, puzzles, models, bricks, blocks are all carefully selectedfor the
childrento enjoytheir kindergartenyears and to develop their potential throughplay
way method
Auditorium
A multi-purpose auditorium with wireless connectionanda seatingcapacity of more
than 700 is usedfor all major school functions.
Innovation Studio
23. pg. 23
The studio is equipped with interactive smart boards, lap tops, lego kits and other
innovative resources thus making our students techno smart. This has provided
teachers and students with highly interactive instructional tools enabling them to cater
to all learning styles.
Sports Facilities
Along with academics, physical fitness is given importance.Withan eye to groom
students into physically strongand mentallyactive members, a range of sports
facilities are made available.
This include two basketball courts, a football field, acricket pitch, badminton
volleyball and tennis courts and a playground with synthetic track.
Art Room
A spacious Art Room provides students with all the raw materials requiredto explore
and express their innate talent.The room has richcollectionof art works of students
displayed.
Music Hall
A well-equipped music hall provides a variety of instruments includingguitars,
keyboards, violins, drum sets, harmoniums and tablas for students inclinedtowards
both westernand easternmusic.Highpowered school Orchestrabrings out the
underlying musical notes to the forefront.
Cafeteria
The school has two canteens for the senior and junior schools that offer awide range
of healthy snacks and beverages.Care is taken to avoid unhealthy food. Quality of the
foodand hygiene are well maintained and comes inaffordable prices.
Books and Uniforms Store
The school houses awell stockedstore, which offers text books, note books, uniforms
and a range of miscellaneous items at special prices.The store stocks all prescribed
text books, stationeryand uniforms for the convenience of students.
First Aid Centre
24. pg. 24
The school has two well-equipped health units, manned by a qualifiedpaediatrician
and four nurses. Students undergo regular medical check-ups and a health recordis
maintained for each child. While routine first aidis administeredby the units, any
emergencyis referredto the nearby Al Qassimi or Kuwait Hospital.