The document discusses various aspects of curriculum planning including master rotation plans, course plans, and unit plans. A master rotation plan shows how students will rotate through various clinical and community placements over time, ensuring all students receive equal experiences. Course plans detail the organization of a particular course, including objectives, content, teaching methods, learning activities, and evaluation. Unit plans describe individual instructional units within a course. Effective planning at each of these levels is important to ensure coherence and coordination across the curriculum.

2. Outline of the topic
• Definition of Master Rotation Plan
• Purpose of master rotation plan
• Principles of master rotation plan
• Features of master rotation plan
• Factors to be considered
• Preparation of master rotation plan for curriculum
• Responsibility of teaching staff
• Definition of course plan
• levels of course plan
• Principles of course plan
• Objectives of the course plan
• Structure of course plan
• Elements of course plan
• Content of course plan

3. Cont…….
• Process of organizing learning experience
• Teacher role in course planning
• Advantage and disadvantages of course plan
• Definition of unit plan
• Characteristics of unit plan
• Criteria for a good unit plan
• Steps in unit plan
• Essential activities in planning a unit

6. Master rotation plan includes details
such as:-
Theoretical instructions
Duration & areas of clinical instruction
Particulars of community health postings
Periods of vacation
Study leave for university exams
Examination week

7. • Master rotation plan is an overall plan
which shows rotation of all the students in
a particular educational institution.
• Master rotation plan shows the placement
of the students belonging to various
groups/ classes in a clinical nursing as well
as community.

8. • Master rotation plan denotes duration
of the placement that includes
theoretical block, partial block ( half
clinical , half theory block) and clinical
block.

10. • Co-ordination becomes more effective
when theory, practice correlates and
integrity exits.
• Helps the students and teachers to
prepare themselves for working in the
areas.
• Effective co-ordination can be made for
smooth running of organizational activities
between the faculty and service staff.

11. • Evaluation of the programme is more
effective.
• It helps to make tentative advance
plans for leave or vacation.

13. • Post the students based on their
background preparation and the extent of
guidance available.
• Select areas that can provide expected
learning experience.
• Plan to build on pervious experiences.
• Acquaint the clinical staff/clinical
supervisor with clinical objectives and
rotation plan.

14. • Provide each clinical experience of same
duration to all the students.
• Rotate each student through each
learning experience or block.
• Plan for all students to enter and leave
at same time schedule.

15. FFeeaattuurreess ooff mmaasstteerr rroottaattiioonn
ppllaann::--
o It shows the relationship between
classroom teaching and experience.
o Each area of clinical experience is
indicated by a code to which a guide is
attached.
o The period of clinical experience vary in
length each year but total duration of such
experience is the same for all students.

16. • Students of one class are divided into group
and rotated through same clinical areas.
• It is prepared in advance for the whole year.
• It gives complete and clear picture about the
students.
• It must include period of vacation, teaching
block, preparation time, examination and
vacation.

17. • The teacher should be aware of the
student's placement.
• Overlapping particular area or shortage
in particular area can be noted.
• The teacher should follow Indian
nursing council and university syllabus.
• The teacher should consider all three
domains.

18. Instructions;
•Theory block (TB) = number hours /day
(6) x per week (6) x per/month. (4) = 144
Hours/ month.
• Partial Block (PB) Clinical (8am -1pm) =
number of hours/day (5) x per week (6) x
per month (4) = 120 hours/month.

19. • Theory Block (TB) (2PM-4PM) = number
of Hours/ day (2) x per week (6) x per 1
month (4) = 48 hours/month.
• Clinical block (CB) = number of Hours/
day (6) x per week (6) x per month (4) =
144 hours / month.
• Full day (6 hours) in clinical Block.

20. Preparation ooff mmaasstteerr ppllaann ffoorr
ccuurrrriiccuulluumm::--
• Preparation of master plan will guide the
teachers in the placement of subject
matter and clinical experience.
• This will give a clear picture as to how,
in which year and in what stages is the
subject matter going to be taught and
the relevant clinical experience to be
offered.

21. • Master plan should be prepared in
accordance with the requirements
prescribed by the statutory bodies like
Indian Nursing Council and Universities.
• The master plan should also spell out
the hours of planned instructions and
required hours of clinical experiences
per week or per month of the year.

22. • Invariably the master plan explains the
following
Total duration of the programme, for
example, three years for diploma
programme and four years graduate
programme.
Explanation of different courses of study
with special reference to theory and
practical, for example, theory and practical
experiences meant for medical surgical
nursing, mental health nursing, etc.

23. Total allotted hours in terms of theory
and practical for each course. Course
plan of each course with details like
total units, hours and objectives for
each unit.

24. Responsibility of teaching staff
• Correlate theory and practice.
• Participate in teaching, supervision and
evaluation.
• Prepare the student in theory block before
they enter the clinical block.
• Maintain adequate and regular attendance at
both the classroom and clinical areas.
• Report to the principal or concerned person
for the any change or modification.
• Plan for regular meeting to evaluate the
effectiveness of a plan.

25. Course plan

26. • Course planning refers to planning
course of instructions. In curriculum
planning, there were key to success‘
teaching and good planning. Its severs
as a guideline -the teacher as well as
for the students in creating atmosphere
conductive for worth while learning a-purposeful
activities.

27. MEANING:-
Course Planning means-
Planning the course of
instructions in curriculum.

28. DDeeffiinniittiioonn::--
A course plan may be defined as a
complete series studies leading to
graduation or a degree as in the
case of nursing course requiring
completion of several short courses.
(Aleyamma Kurian George)

29. LLeevveellss ooff ccoouurrssee ppllaannnniinngg::--
Course planning is done at
different levels- the universe level,
institutions level and at instructional
level.
The teacher will plan the course
basing it on the broad outline given
by the university syllabus or INC
syllabus.

30. Each college/institution plan the curriculum
for implementation at the second level. The
teacher who responsible for teaching a
course makes a detailed plan, including
objectives, content, teaching methods
resources. AV aids and selecting learning
experience required to achieve the
objectives and select appropriate methods
of evaluation.

31. Teachers plan the units of work and the
lessons for each course linking it to
previous learning of the students as well
as relating to the needs students.
Without planning there will be little
unity and cohesion in what is being
learnt. It could be joint a collection of
unrelated facts.

32. Students’ participation in planning the
course is to be encouraged by the
teacher and the course planning must be
a co-operative and joint efforts of both
teacher and students in order to
achieve the objectives set for the
course. Effective teaching and learning
are based on sound educational and
psychological principles.

33. Course plans pertains to organizing both
content and learning experience within a
unit or a subject that is at the level of a
course of study, at the level of unit.
Deals with designing the pattern for the
entire programme at the programme
level.

34. Principles ooff ccoouurrssee ppllaannnniinngg::--
• State the objectives
• Establish the sequence
• Ensure logical and psychological
continuity

35. • Describe the resource materials and
method of teaching
• Give the plan of learning activities
• Describe the procedure for ongoing and
terminal evaluation
• Give references for teachers

36. OObbjjeeccttiivveess ooff tthhee ccoouurrssee ppllaann::--
• This may be general for the entire course. It may be the
central objectives of all units in the course which to the
attainment of general objectives for the course.
 The objectives to be realized through the unit are the
second dimension of the year plan.
 The objective contains according to the subject that
should be selected and formulated with the help of
cognitive, affective and psychomotor domain.

37. Elements of course plan:-
• Course description.
• Behavioral objectives.
• Placement of the course by specifying
the level of learners.
• Explain the time allotted. If clinical
experience is needed, specify the time
meant for theory and practical
experience.
• Organize the content into unit wise or
lesson plan wise.

38. • Details of the resource materials and
teaching-learning methods to be
followed.
• Details of learning activities for
students.
• Details of formative and summative
evaluation, ratio between internal
assessment and university examination
etc.
• References for teachers and students.

39. Structure of course plan:-
Identify the kinds of elements.
Organize the course focusing around the
students
 provide cumulative learning
 plan for integration
 unity curriculum
Select an approach that is acceptable to all
teachers
Provide variety in modes of learning

40. Content of course plan:-
• Mention the objectives or outcomes to
be achieved through the given course.
• Specify the level of learners.
• Brief course description.
• Mention the placement or the course
within the curriculum.
• Organize the organization, content topic
wise, unit wise or lesson plan wise.

41. • Describe the resource materials and
methods of teaching.
• Give the plan of learning activities for
students (e.g: assignments)
• Describe the procedures for ongoing
and terminal evaluation.
• Give references for teachers as well as
for students.
• Mention place, length of experience
record, observations, and procedures,
supervised and guided practice.

42. Course plan should contain:-
• Objectives
• Specifications for level of learner and
placement within the curriculum.
• Resource materials needed for the
course.
• Unit plans.
• Evaluation measures.
• Bibliography for both teachers and
students.

43. Process of organizing learning
experience:-
• The staff concerned for teaching the
course must discus and agree on the
general scheme of organization of the
course for its smooth implementation.
• Agreement should be made regarding
the general principles of organization
i.e. continuity, sequence and integration.

44. • The basic unit should be included.
• Flexible plans should be developed which
can be handled by each teacher.
• The plan should be used for particular
activities for a particular course.

45. Teachers role in course
planning:-
• The extent, to which a teacher will plan
course individually, will vary from
institution to institution.

46. • The general objectives, general areas of
subject matter. evaluation measures for
each course will be determined at the
institutional or faculty or instructional
level of ensure continuity and
progression in learning, to avoid gaps
and non productive repetition in
subject- matter content and to provide
the reinforcement of previous learning.

47. • These all will depend on:
• Teachers own self-appraisal.
• Attitude towards their students
teaching and learning.
• Knowledge and skills related to the area
of teaching.
• Composition of learners group.
• Teachers insight and skill sound ideas
and understanding known conditions.

48. • At the instructional level, teachers plan:
• Basis for planning.
• Units of work.
• Select materials and learning activities.
• Set up working groups.
• Arrange the teaching-learning
environment.

49. • All the above are to move the students towards
goals. Planning is essential to good teaching, but
itself does not affect mastery of teaching;
teachers make plans; plans do not make teachers.
• The key to successful teaching is good planning. It
serves as a guideline for the teacher as well as for
the students in creating the atmosphere conductive
for worthwhile learning and purposeful activities.
Good teacher install in her students urge to learn
and the sincerity of purpose in all activities.

50. Advantage
• Based on logical and psychological
principles
• It assist in making teaching in
systematic
• Very useful to arrange necessary
teaching aids for discussion
• It helps in avoiding unnecessary
repetition in teaching

51. • Used in achieving the cognitive objectives of
teaching
• Employs deductive and inductive method of
teaching
• Provides a useful framework confidence and
self reliance by following these steps
• It makes the teaching purpose and objective
centered
• It is based on psychological and scientific
principles

52. Disadvantage
• It is highly dominated by teacher
• It is highly structured
• It does not provide the opportunities for
teachers creativity and originality
• Once teaching activity does not confine to one
domain, it concerns with more than one
domain

53. • The mental process or mental abilities
are not taken into consideration in
writing objectives in behavioral terms.

54. Unit planning
• Planning for a unit is known as unit plan.
• After the year plan comes the unit plan.
• A unit plan is a combination of various
but interrelated lessons.

55. Definition
• A large subdivision of a subject matter,
where in a principle of a topic or a
property is central to the well organized
matter.

56. • Planning the unit is known as 'unit
planning'. A unit consists of a
comprehensive series of related and
meaningful activities to achieve the
purpose, educational objectives by
providing significant educational
experience that would result in
appropriate behavioral changes in the
learners.

57. Characteristics:-
• Unit planning recognizes that learning
takes place most effectively in terms of
wholes rather than of fractions. The
concept of wholeness must be
interpreted in terms of:
The maturity of the learner.
The possibilities of the proposed
learning situation.

58. Activities for making significant
changes in the behavior of the learner.
Total situation.
Recognized objectives of the group.
Relationships of the proposed activities
to the present level of the student.

59. • Learning is developmental therefore
provides for vertical and horizontal
organization of learning experiences.
• Unit planning recognizes that learning
takes place most effectively when there
is an understanding and acceptance of
goals to be achieved and when there is
full and free participation in planning
for the attachment of these goals.

60. • Unit planning recognizes the necessity
for providing for individual differences
in the rates of learning and interests.
Therefore, a variety of assignments,
e.g. projects, field trips, conferences
and other similar activities are planned
by and for individual and groups.

61. • Unit planning recognizes that true learning
renders the learner increasingly skilled in self
direction , therefore opportunities are provided
for the student steadily and gradually to assume
more responsibility for the selection,
organization and evaluation of many of her own
learning experiences. In nursing education,
especially in the clinical situation, the student
faces real nursing problems which she has to
solve. She can be helped to organize and apply
her knowledge and her clinical learning
experience in the solution of the problems at
hand.

62. • Unit planning provides a sound basis for
evaluation: setting up of goals in terms
of change of behavior, e.g. attitudes,
understanding, abilities and skills
provide a basis for evaluation of
learning outcome.

63. Criteria of a good unit:-
• The needs, capabilities and interests of
the students should be kept in view.
• A variety of experience should be
planned for better learning. E.g. fields
trips, experiments, demonstrations,
projects etc.
• The previous experience and
background of the students should be
taken into account.

64. • The length of the unit should be based
on the interests of the students.
• Provide an opportunity for new
experiences.
• Familiar and related topics should be
included in the unit.
• Unit should be a part of sequences that
permits growth from year to year.

65. • It should be related to social and
physical environment of the students;
help, anticipate and satisfy some of the
future needs of the students.
• Unit planning should be the result of
cooperative planning of teachers and
students.
• Signifies the unity or wholeness of
learning activities related to some
problem or project.

66. • Psychological principle. *Learning by
whole' is followed.
• Importance has to be given to integrate
learning outcomes.
• Represents both subject matter into
units of experience as well.
• Organizes similar type of subject
matter.

67. • It achieves a set of specifications and
objectives.
• Teacher should have thorough
knowledge about subject content so
that she can decide the difficult units.
• The availability of periods should be
considered.

68. Steps in unit planning:-
1. Content analysis by means of terms,
concepts, facts, principles, laws, situation,
processes, generalizations, relationships,
conclusions, etc.
– It helps the teacher to have a thorough
knowledge about the subject matter.
– It gives self-confidence since she has
mastery over the subject matter.
– Missing of points will be avoided.

69. 2. Objectives with specifications can be
realized through the content analysis.
3. Learning activities: individual differences
and psychology of the pupil will be
considered in choosing learning activities.
4. Testing procedures: Types of evaluation
tools and techniques are mentioned through
which the teacher would get evidence of the
achievement of objective on the part of the
pupil.

70. Essential activities in planning
a unit:-
1. Selection and statement of objectives:
to bring desirable change in behavior
which are manifested result of specific
teaching learning activities.
2. Selection of content.
• Facts, concepts, principle which are
required to objectives of the unit.

71. • Information, generalizations, subject
matter, which are organized into the
knowledge.
• Sources for its knowledge components
textbooks, references. Periodicals,
journals.
• Audio-visual aids.

72. • Educational resource-study of a client
at home, hospital or clinic or any
situation.
• The content and learning experience for
a unit vary according to the-type of
unit, objectives, the field of study.
• Primary emphasis in nursing course is
placing scientific principles along with
the development of skills.

73. • Pretest has to be administered to test
the knowledge, understanding and skills
in the area.
• Study guide has to be prepared by the
teacher in advance and give to the
students to work out earlier as it
orients, revise the topic relate to unit
and familiarizing the student for the
topic.

74. 3. Distribution of time and the allotment
of time.
4. Organization of content of the unit to
meet the desired objectives keeping in
mind the curriculum, policies ,
administrative pattern , Subject matter
or learning experiences has to be
organized for student development, to

75. • Produce a calmative effect, i.e.
accumulation of results of experience in
desirable manner.
• Reinforce in a manner.
• To create a broader and deeper
understanding of knowledge base.
• To develop, refine and strengthen the
skills already acquired.

76. 5. Selection of teaching and learning
activities.
•Tracing out and utilization of available
education resources and flexibility
according to the needs, providing
opportunities for students to practice the
behaviors they are expected to develop
as a result of participation in these
activities.

77. 6. Teacher's expertise:
•The teacher should have the knowledge:
Of the subject that she is teaching.
Teaching —learning process.
Learners for whom she is planning the
course.
Of the unit.
Her positive attitude towards teaching
and her students together with her
experience in teaching.

78. • Teacher's expertise plays a pivotal role
in shaping the students in the desired
manner a moulding them with positive
attitudes.
7. Selection of methods of evaluation: To
find out how effective the teaching
learning activities have been.
• To ascertain the extent of student
learning ongoing and terminal plans are
necessary.

79. 8. Selection of reference: Reading of
relevant books, articles, journals is
necessary. The school should have a good
library equipped with journals, periodicals,
books, and library reference material which
will aid in the teaching-learning process.
• Teacher should give the reference to the
students for their self-study according to
their needs and level.
•To update knowledge regularly the teacher
also should make use of library.