copyright keith morrison, 2004 curriculum development and planning

Copyright Keith Morrison, 2004

CURRICULUM DEVELOPMENT AND PLANNING


LEVELS OF PLANNINGTime-scale

Level

Short-term

Medium- term

Long- term

External

Whole school

Faculty

Department

Teacher

Aims, Objectives,Content, Characteristics,

Pedagogy, Implementation,Experiences, Assessment,

Evaluation, Recording,Quality assurance,

Management..


GENERAL LEVEL OF PLANNING(overall curriculum)

• Statement of overall curriculum aims.

• Statement of overall principles (e.g. equal opportunities, social inclusion, multiculturalism, entitlement).

• An indication of how the curriculum is organised in the school.

• Statements of expected levels of attainment by the students at each level/stage.

• Descriptions of levels of attainment for each level (for assessment purposes).



• The overall objectives of study for each subject.

• The programmes of study (general statements of content) for the curriculum, for each level/stage/ subject.

• An indication of the hours allotted to each subject per year.

• An indication of progression and continuity through each subject.

• An indication of how cross-curricular issues will be addressed (dimensions, skills, themes).



• An indication of overall subject matter to be addressed in each semester for each level.

• The assessment and reporting arrangements for the curriculum at each level/stage.

• An indication of targets to be reached for the percentage of students reaching specified levels in each subject.



• A statement of success criteria and indicators/evidence of success of the programme.

• Policy documents, an indication of how they will impact on practice, and how their effects will be monitored and evaluated.


MEDIUM LEVEL OF PLANNING(subject-specific)

• Specific subject planning.

• How each subject will address and include the cross-curricular issues (dimensions, skills, themes).

• Specific objectives for each level and stage of the subject.

• Details of content and key activities.

• Details of pedagogy (key strategies).

• An indication of progression and continuity within the subject.


MEDIUM LEVEL OF PLANNING(subject-specific)

• Statements of intended learning outcomes.

• Indication of how differentiation will be addressed.

• Indication of key topics/questions/issues to be addressed.

• Planning for assessment (kinds, purposes, contents, foci).

• Reporting arrangements.

• Arrangements and foci for curriculum review.

• A statement of success criteria and indicators/ evidence of success of the programme.


SPECIFIC LEVEL OF PLANNING(subject- and session-specific)

• Statements of objectives and intended learning outcomes for sessions, students (classes, groups, individuals).

• How the subject, in the specified time frame, will address and include the cross-curricular issues (dimensions, skills, themes).

• Details of content and key activities. • Core learning activities.• Extension, enrichment and application

activities.• Weekly and sessional plans.



• Teaching objectives and key teaching points.

• Key resources.

• Details of pedagogy (key teaching and learning strategies).

• Grouping arrangements.

• An indication of progression and continuity within the subject.

• Indication of which content areas and levels are being addressed.



• Indication of how differentiation will be addressed.

• Indication of key topics/questions/issues to be addressed in specific sessions.

• Planning for assessment (kinds, purposes, contents, foci, procedures, opportunities).

• Reporting arrangements.• Arrangements and foci for curriculum review.• Success criteria and indicators for programme

evaluation.


CURRICULUM POLICY DOCUMENT• Introduction.• Rationale/vision/mission statement.• Aims and objectives.• Curriculum matters (e.g. planning, content, structure,

characteristics, organisation, teaching and learning, resources, cross-curricular issues, development).

• Leadership, management, responsibilities.• Equal opportunities.• Assessment, recording, reporting.• Review, evaluation, audit, monitoring, accountability.• Quality assurance.• Continuing professional development.• Parents/community.• Health and safety.


HIGHER ORDER THINKING• Synthesis• Evaluation• Interpretation• Hypothesising• Prediction• Conjecture• Critical thinking• Reflection• Problem-solving• Self-managed learning• Autonomy in and through learning


PEDAGOGY FOR HIGHER ORDER THINKING

• Multiple perspectives.• Cooperative and collaborative learning.• Project-based work.• Exercise of choice and self-directed work.• Exploratory activities.• Self-paced and differentiated learning.• Problem-solving approaches.• Application tasks.• Real-world learning.• Teacher as facilitator and enabler.

copyright keith morrison, 2004 curriculum development and planning

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