EDU734: Teaching and Learning Environment Week 5: Curriculum Development Topic goals  To gain an understanding of the concept of curriculum development and its importance   To gain an understanding of how curriculum is implemented in different cultural contexts Task – Forum  Do you think that the current school curriculum needs to be adapted more to the modern culture? If so, in what ways do you think it can be done?   What do you consider to be the implications for the nature of valid knowledge in the future school curriculum? EDU734: Teaching and Learning Environment Page 1 EDU734: Teaching and Learning Environment 5.1 Introduction Curriculum lies at the heart of educational policies and practices. They are are highly political documents which convey ideological positions about the type of education that should be given in different cultural contexts and the citizenship values that can be shared by the citizen of a state (Apple, 2004). Each society has its own values and beliefs which they want to be translated into educational objectives via the curriculum. “Curriculum is a comprehensive plan for an educational programme/institute/ course to offer new or improved manpower to accomplish the rising needs of a dynamic society” (Pillai, 2015). 5.1.1 Orientations to curriculum  Child-centred   Society-centred   Knowledge-centred   Eclectic 5.1.2 Determinants of the curriculum  Basic needs   Social aspects   Cultural factors   Individual talents   Ideals: intellectual, moral, aesthetic, religious   Tradition (Pillai, 2015) EDU734: Teaching and Learning Environment Page 2 EDU734: Teaching and Learning Environment 5.2 Definition of Curriculum Development Curriculum development is defined as the process which is planned, purposeful, progressive, and systematic in order to create positive improvements in the educational system.  The curriculum is affected by any changes or developments that affect society (Alvior, 2014).   It needs to correspond to those changes but at the same time to respect all people despite of gender, ethnicity, disability, religion etc. (Symeonidou and Mavrou, 2014). 2. How can 1. What learning 3. How can 4. How can the educational experiences learning effectiveness of purposes that are likely to experiences be learning should the be useful in organised for experiences be school seek to attaining these effective evaluated? attain? objectives be instruction? selected? Diagram 5.1: Four questions for the organization and development of the curriculum (Tyler, 1949, cited in Howard, 2007) EDU734: Teaching and Learning Environment Page 3 EDU734: Teaching and Learning Environment 5.2.1 Four principles for the development of any curriculum:  Def.

1. EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
is
Task – Forum
to be adapted more to the modern culture? If so, in

2. ications for the
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and
practices.
They are are highly political documents which convey
ideological positions about
the type of education that should be given in different cultural
contexts and the
citizenship values that can be shared by the citizen of a state
(Apple, 2004).
Each society has its own values and beliefs which they want to

3. be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational
programme/institute/
course to offer new or improved manpower to accomplish the
rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
-
-
-
5.1.2 Determinants of the curriculum

4. (Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2

5. EDU734: Teaching and
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5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is
planned, purposeful,
progressive, and systematic in order to create positive
improvements in the
educational system.
that affect society
to respect all
people despite of gender, ethnicity, disability, religion etc.
(Symeonidou and

6. 2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and
development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3

7. EDU734: Teaching and
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5.2.1 Four principles for the development of any curriculum:
(Howard, 2007)
5.3 Levels of the curriculum

8. a) Formal, overt or
written curriculum
b) Applied
c) Pragmatic or
experiential
. Diagram 5.2: The three levels of the curriculum
a) Formal, overt or written curriculum
instruction of the

9. o The purpose of education
EDU734: Teaching and Learning Environment Page 4
EDU734: Teaching and
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o Teacher’s role and responsibilities
o The main pedagogical principles
o The Philosophy of the National Curriculum
o Instructional approaches
o Classroom organization
teaching
materials that are overly chosen to support the intentional
instructional agenda

10. of the school as this is guided by the state in most of the
For example: the national curriculum of primary education of
each country
«the instruction which is planned and guided by the school, and
it is carried out in it,
in groups or in an individual level, whether inside or outside the
school" (John Kerr)
b) Applied Curriculum
school teacher in the
c) Pragmatic or experiential
and its content is
experienced by the students
Why is there a gap among the three levels?

11. The gap among the three levels can be based on:
ing materials (books, documents, texts) and the
EDU734: Teaching and Learning Environment Page 5
EDU734: Teaching and
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5.4 The hidden or covert curriculum
established by Philip

12. not formal and
“hidden” or “covert” curriculum is implied by the very
structure and
nature of schools which involves the organisation and operation
of the
schools, the rules, the daily and established routines as well as
behaviours
and attitudes of teachers, pupils, their parents and
administrators
(Longstreet and Shane, 1993) and the beliefs and norms of each
cultural
changed. The
dynamic of hidden curriculum is evident and it makes its
influence even
stronger on the daily aspects of the school life and later on the
the ‘overt’ or

13. Examples of how the “hidden” curriculum can be immersed into
school
routine and rules:
challenged
towards developing
important mental skills
rather than to be
t of the today competitive
industrialized market
important rather than

14. their literacy
(reading and writing)
important than
EDU734: Teaching and Learning Environment Page 6
EDU734: Teaching and
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5.5 Curriculum books and documents
Examples of ‘hidden’ curriculum in curriculum books

15. particular
o E.g. Stereotypes around gender (men as knowledgeable
figures of the
discipline compared to woman who may take a traditional role
of house care
o Male dominance over quantitative and qualitative subjects
y and diversity: In some curriculum books there is
complete absence of
notions of disability, human and democratic notions of inclusion
of all learners
o E.g. Lack of images/ pictures that represent diversity and
disability into
o Representation of the people with disability as the oppressed
ones, the
‘others’.

16. o Lack of images in books around societal values and beliefs of
each context o
Images that do not correspond to the up to date social reality of
each
country.
5.6 Task – Forum
school curriculum
needs to be adapted more to the modern culture? If so, in what
ways can you
think it can be d
valid
knowledge in the future school curriculum? (1 post and 1 reply
to another

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EDU734: Teaching and
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Further reading:
Alvior, M. G. (2014) The meaning and importance of
Curriculum Development.
In SimplyEducate.Me Retrieved on October 18, 2016
from http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-
curriculum-development/
Giroux, H. A., & Penna, A. N. (1979). Social education in the
classroom: The

18. dynamics of the hidden curriculum. Theory & Research in
Social Education,7(1),
21-42.
Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Educational
strategies in
curriculum development: the SPICES model. Medical education,
18(4), 284-297
Howard, J. (2007). Curriculum development. Center for the
Advancement of
Teaching and Learning, Elon University
Moore, R., & Young, M. (2001). Knowledge and the curriculum
in the sociology of
education: towards a reconceptualisation. British Journal of
Sociology of
Education, 22(4), 445-461.
References:
Alvior, Mary G. (2014) The meaning and importance of

19. Curriculum Development.
In SimplyEducate.Me Retrieved on October 18, 2016
from http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-
curriculum-development/
Apple, M. W. (2004). Ideology and Curriculum. 3rd ed. New
York: Routledge.
Howard, J. (2007). Curriculum development. Center for the
Advancement of
Teaching and Learning, Elon University
Longstreet, W. S., & Shane, H. G. (1993). Curriculum for a new
millennium.
Pearson College Division.
EDU734: Teaching and Learning Environment Page 8

20. http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
http://simplyeducate.me/2014/12/13/the-meaning-and-
importance-of-curriculum-development/
EDU734: Teaching and
Learning Environment
Symeonidou, S., & Mavrou, K. (2014). Deconstructing the
Greek-Cypriot new
national curriculum: to what extent are disabled children
considered in the
‘humane and democratic school’of Cyprus?. Disability &
Society, 29(2), 303-316.
Tyler, R. W. (2004). Basic principles of curriculum and
instruction. The curriculum
studies reader, 51-59.

21. EDU734: Teaching and Learning Environment Page 9