This document discusses managing curriculum for student learning. It begins by defining curriculum and exploring different curriculum models. It then examines constructing a national curriculum, looking at cultural analysis and examples from the Philippines. Several international curriculum models are presented focusing on core elements. The document also discusses framing curriculum for learning and teaching, curriculum control by different stakeholders, and the role of institutional values and culture. Finally, it analyzes the changing pedagogy by comparing pedagogical and andragogical approaches based on the learner, experience, readiness, orientation, and motivation.

1. MANAGING THE CURRICULUM
for Student Learning
EDUC 605 Advanced Theories and Practices in Educational
Management
RICHARD M. BAÑEZ
Presenter
Dr. RUPERTO C. ESPINUEVA
Professor

2. Topics
 Introduction
 Defining the curriculum
 Constructing a national curriculum
 international curriculum models
 Framing the curriculum for learning
and teaching
 curriculum models
 Curriculum control
 the role of stakeholders
 Institutional values, culture and ethos
 institutional culture and the hidden curriculum
 The changing pedagogy

3. Introduction
Ideas
Theoretical
Practices
Practical
Curriculum
(framework)
teaching and
learning
Curriculum
Planning and
Design
Curriculum
Delivery
Curriculum
Development
Curriculum
Management
Who is given
access to
education?
What is the
best education
possible?

4. Defining the curriculum
Curriculum Latin for racing chariot
It leads us to the idea of a
course of study
(syllabus).
It refers to everything that happens in
a school: what is taught
and what is learnt, what is
included and what is left out.
Kelly, A.V. (1999) The Curriculum: Theory and Practice (4th edn). London: Paul
Chapman.

5. Defining the curriculum
FORMS CONTENTS FEATURES
Baroque Contains clearly demarcated
subjects, classified by content
knowledge and by discourse
forms specific to each discipline.
Learner has little control
over selection, organization
and pacing of transmission
of knowledge.
Naturally
landscaped
Subjects are artificial, dividing
knowledge with contrived
distinctions of process,
knowledge and procedures.
It is governed by the nature
of the learner.
Dig-for-victory It promotes skills acquisition
through learning objectives and
predictable outcomes.
The learner is prepared for
future roles in work and
society by teaching
workforce skills.
Cottage garden There are competing claims,
leading to bargaining and
negotiation rather than evolution
and change.
It conserves unchanging
elements with new
innovations.
Ross, A. (2000) Curriculum Construction and Critique. London: Falmer Press.

6. Constructing a national curriculum
Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and
Empowerment. London: Hodder & Stoughton.
 Cultural analysis in assisting in
curriculum planning
1. What kind of society already exists?
2. In what ways is it developing?
3. How do its members appear to want it to
develop?
4. What kinds of values and principles will be
involved in deciding on this development,
as well as the educational means of
achieving it?

7. Constructing a national curriculum
National Economic and Development Authority. About AmBisyon Natin 2040

8. Constructing a national curriculum
Batangas State University. Vision, mission, core values, and secondary education
program goal.

9. Constructing a national curriculum
Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and
Empowerment. London: Hodder & Stoughton.

10. International curriculum models
Excellence
Indivdual
development
Social development
Personal qualities Equal opportunity National economy
Preparation for
work
Basic skills
Foundation for
further education
Knowledge/skills/
understanding
Citizenship/comm
unity/democracy
Cultural
heritage/literacy
Creativity Environment
Health/physical/le
isure
Life-long education
Parental
participation
National educational aims (educational aims, purposes, goals and
principles)

11. International curriculum models

12. International curriculum models
 The core elements of primary curricula:
1. One or more national languages (no longer
classical)
2. Mathematics (universal)
3. Science (introduced later than mathematics)
4. Social science (history/geography/civics)
5. Aesthetic education (art and music) in over
90%.

13. International curriculum models
Le Métais, J. (1998) Values and aims in curriculum and assessment frameworks: a
16-nation review. In B. Moon and P. Murphy (eds.) Curriculum in Context.
London: Paul Chapman/Open University Press.

14. Framing the curriculum for learning and
teaching
1. The rhetorical curriculum (what is stated in
policies and statements of aims)
2. The planned curriculum (found in schemes of
work, syllabuses)
3. The delivered curriculum (how it is taught in
classrooms or through other media)
4. The received curriculum (what is ultimately in the
minds and some would say hearts of the students).
Basic dimensions or stages of the curriculum:
Burton, N., Middlewood, D. with Blatchford, R. (2001) Models of curriculum organisation. In
D. Middlewood and N. Burton (eds.) Managing the Curriculum. London: Paul Chapman.

15. Curriculum control
Lawton, D. (1983) Curriculum Studies and Educational Planning. London: Hodder & Stoughton.
Global
National
Local
Institutional
Departmental
Individual
Curric
ulum
Stakeholder
group
 Students
 Academics
 Philosophers
 Teachers
 Employers
 Governors
 Parents
 Inspectors
 Politicians
 Religious
authorities
 Local
authorities

16. Institutional values, culture and ethos

17. Institutional values, culture and ethos

18. The changing pedagogy
Pedagogical Andragogical
The learner  The learner is
dependent on the
instructor for learning
learning
 The teacher/instructor
teacher/instructor
assumes full
responsibility for what
what is taught and how
how it is learned
 The teacher/instructor
teacher/instructor
evaluates learning
 The learner is self-
directed
 The learner is
responsible for his or
her own learning
 Self-evaluation is
characteristic of this
approach

19. The changing pedagogy
Pedagogical Andragogical
Role of the
learner’s
experience
 The learner comes to
the activity with little
experience that could
be tapped as a resource
resource for learning
 The experience of the
instructor is what
counts
 Learner brings a greater
greater volume and
quality of experience
 Adults are the richest
resources for one
another
 Different experiences
assure diversity in
groups of adults
 Experience becomes the
the source of self-
identity

20. The changing pedagogy
Pedagogical Andragogical
Readiness to
learn
 Students are told what
what they have to learn
learn in order to
advance to the next
level of mastery
 Any change is likely to
trigger a readiness to
learn
 The need to know in
order to perform more
effectively in some
aspect of one’s life
 Ability to assess gaps
between where one is
now and where one
wants and needs to be

21. The changing pedagogy
Pedagogical Andragogical
Orientation to
learning
 Learning as a process of
of acquiring prescribed
prescribed subject
matter
 Content units are
sequenced according to
to the logic of the
subject matter
 Learners want to
perform a task, solve a
problem, live in a more
more satisfying way
 Must have relevance to
to these tasks
 Learning is organized
around life/work
situations rather than
subject-matter units
Motivation for
learning
 Primarily motivated by
by external pressures,
competition for grades
grades and the
consequences of failure
 Internal motivators:
self-esteem, recognition,
recognition, better
quality of life, self-
confidence, self-
actualisation