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Curriculum Design.  A Learner Entered Approach May , 2007 By. Rhys Andrews Planning and Organizing Curriculum
MOHAMMEDSAREEF . K B.A., M.A.,B. Ed. ,M. Ed. , M. Phil.
Planing and organizing curriculum ,[object Object],[object Object],[object Object],[object Object]
Some animals in a forest decided to start a school. The students included a bird, a squirrel, a fish, a dog , a rabbit & a mentally retarded eel. A board was formed and it was decided that flying, tree climbing, swimming, and burrowing would be part of the curriculum in order to give a broad-based education. All animals were required to take all subjects.
The bird was excellent at flying and was getting A's but when it came to burrowing, it kept breaking its beak and wings and started failing. Pretty soon, it started making C's in flying and of course in tree climbing and swimming it was getting F's. The squirrel was great at tree climbing and was getting A's, but was failing in swimming. The fish was the best swimmer but couldn't get out of the water and got F's in everything else. The dog didn't join the school, stopped paying taxes and kept fighting with the administration to include barking as part of the curriculum. The rabbit got A's in burrowing but tree climbing was a real problem. It kept falling and landing on its head, suffered brain damage, and soon couldn't even burrow properly and got C's in that too
The mentally retarded eel, who did everything half as well became the valediction of the class. The board was happy because everybody was getting a broad-based education. What a broad-based education really means is that the student is prepared for life, without losing their areas of specialization or competence.
AIMS AND OBJECTIVES OF EDUCATION   1) Individual Development  (2) Social and National   Development (3) Social Transformation (4) Modernaisation (5) Acquisition of values (6) Community participation (7) Universalisation
Four pillars of education ,[object Object],[object Object],[object Object],[object Object]
The Learner Family Community Maturity Culture Gender History Supports Socio-economics
What are Intended Learning Outcomes? ,[object Object],[object Object],[object Object],[object Object],[object Object],Learning outcomes are related to the  needs analysis  of the student  rather than the needs of the instructor
Four important questions for curricular designers ,[object Object],[object Object],[object Object],[object Object]
WHAT IS CURRICULUM  The most common definition derived from the word  Latin root,  which means “racecourse.”or “to run” “ Curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”
How Do We Define Curriculum? The secondary education commission says A curriculum does not mean only the academic subjects traditionally taught in the school but it includes the totality of experiences that a public receives through the manifold activities that go on in the school,workshop,play ground,library,laboratory and in the informal contacts between teachers and pupils
How Do We Define Curriculum? ,[object Object],[object Object]
What a curriculum is not ,[object Object],[object Object],[object Object],[object Object]
What is a curriculum? ,[object Object],[object Object],[object Object]
How Do We Define Curriculum? ,[object Object],[object Object],[object Object]
How Do We Define Curriculum? ,[object Object],[object Object],[object Object]
How Do We Define Curriculum? ,[object Object],[object Object],[object Object],[object Object],[object Object]
A curriculum will answer ,[object Object],[object Object],[object Object],[object Object],[object Object]
Components of curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],CURRICULUM DEVELOPMENT
STAGES IN CURRICULUM DEVELOPMENT  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ATTRIBUTES OF CURRICULUM ,[object Object],[object Object],[object Object],[object Object]
SYLLABUS ,[object Object],[object Object],[object Object]
DIFFERENCE BETWEEN SYLLABUS AND CURRICULUM ,[object Object],[object Object],[object Object],Functionally a  ‘Syllabus’  is generally unidimensional in the sense it merely presents the content or the subject matter to be studied. Curriculum is three dimensional, because it takes into account:
CONCEPTS IN CURRICULUM AND  CURRICULUM DEVELOPMENT CONCEPT 1.  Content 2.  Syllabus 3.  Scope 4.  Sequence 5.  Aims 6.  Goals 7.  Outcomes 8.  Core Curricula 9.  Integrated curriculum 10.  Teaching Resources 11.  Electives   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principles of Curriculum Planing
Principles of Curriculum Planing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Aims and Objectives  Every curriculum is aimed at developing in the learners certain competencies or abilities. The curriculum process must therefore clearly identify the aims that the curriculum is intended to achieve.
Aims and Objectives ,[object Object]
Knowledge (intellectual) Cognitive Domain Affective  domain Attitudes (values) Skills (Manual) Psycho motor Domain Figure 4:  Main categories of Human Behaviour
Cognitive ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
NEW TRENDS IN EDUCATION ,[object Object],[object Object],[object Object]
NEW TRENDS IN EDUCATION ,[object Object],[object Object],WAIGODSKI  HAWARD GARDNER
NEW TRENDS IN EDUCATION ,[object Object],[object Object]
What is Critical Pedagogy? ,[object Object],[object Object],[object Object]
Role  of School Head in Curriculum ,[object Object],[object Object],[object Object]
ACTIVITY BASED INSTRUCTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TIME TABLING  ,[object Object],[object Object],[object Object]
ASSIGNMENT  ,[object Object]

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Curriculum development new

  • 1. Curriculum Design. A Learner Entered Approach May , 2007 By. Rhys Andrews Planning and Organizing Curriculum
  • 2. MOHAMMEDSAREEF . K B.A., M.A.,B. Ed. ,M. Ed. , M. Phil.
  • 3.
  • 4. Some animals in a forest decided to start a school. The students included a bird, a squirrel, a fish, a dog , a rabbit & a mentally retarded eel. A board was formed and it was decided that flying, tree climbing, swimming, and burrowing would be part of the curriculum in order to give a broad-based education. All animals were required to take all subjects.
  • 5. The bird was excellent at flying and was getting A's but when it came to burrowing, it kept breaking its beak and wings and started failing. Pretty soon, it started making C's in flying and of course in tree climbing and swimming it was getting F's. The squirrel was great at tree climbing and was getting A's, but was failing in swimming. The fish was the best swimmer but couldn't get out of the water and got F's in everything else. The dog didn't join the school, stopped paying taxes and kept fighting with the administration to include barking as part of the curriculum. The rabbit got A's in burrowing but tree climbing was a real problem. It kept falling and landing on its head, suffered brain damage, and soon couldn't even burrow properly and got C's in that too
  • 6. The mentally retarded eel, who did everything half as well became the valediction of the class. The board was happy because everybody was getting a broad-based education. What a broad-based education really means is that the student is prepared for life, without losing their areas of specialization or competence.
  • 7. AIMS AND OBJECTIVES OF EDUCATION 1) Individual Development (2) Social and National Development (3) Social Transformation (4) Modernaisation (5) Acquisition of values (6) Community participation (7) Universalisation
  • 8.
  • 9. The Learner Family Community Maturity Culture Gender History Supports Socio-economics
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  • 12. WHAT IS CURRICULUM The most common definition derived from the word Latin root, which means “racecourse.”or “to run” “ Curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”
  • 13. How Do We Define Curriculum? The secondary education commission says A curriculum does not mean only the academic subjects traditionally taught in the school but it includes the totality of experiences that a public receives through the manifold activities that go on in the school,workshop,play ground,library,laboratory and in the informal contacts between teachers and pupils
  • 14.
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  • 30. Aims and Objectives Every curriculum is aimed at developing in the learners certain competencies or abilities. The curriculum process must therefore clearly identify the aims that the curriculum is intended to achieve.
  • 31.
  • 32. Knowledge (intellectual) Cognitive Domain Affective domain Attitudes (values) Skills (Manual) Psycho motor Domain Figure 4: Main categories of Human Behaviour
  • 33.
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Editor's Notes

  1. Insert a picture of the head leader of your country.