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. Planing and organizing curriculum

1. Curriculum-Concept ,Planing and Organization

2.Time Tabling and School Calendar

3. Planing for Co-curricular Activities

4. Planing for Teaching Aides & Multimedia Programmes

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. Four pillars of education

Learning to live together

Learning to know

Learning to do

Learning to be

9. The Learner Family Community Maturity Culture Gender History Supports Socio-economics 10. What are Intended Learning Outcomes?

They are a statement of what the student should know

and be able to do when they complete a program or course

Knowledge

Skills

Attitudes

Learning outcomes are related to theneeds analysisof the studentrather than the needs of the instructor 11. Four important questions for curricular designers

What educational purposes do we seek to attain?

What educational experiences are likely to attain these purposes?

How can these be organised effectively?

How can we determine whether these purposes are being attained?

12. WHAT IS CURRICULUMThe most common definition derived from the wordLatin 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. How Do We Define Curriculum?

The whole life of the school becomes the curriculum which can touch the life of students at all points and help to form a balanced personalty

A curriculum is the instructional programme through the pupils achieve their goals

15. What a curriculum is not

A list of subjects to be transmitted and learned

that is a syllabus

details of methods and times

that is a timetable

16. What is a curriculum?

More than a syllabus

A definition:

A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.Stenhouse L (1975)

17. How Do We Define Curriculum?

Curriculum is all planned learning for which the school is responsible.

Curriculum is all the experiences learners have under the guidance of the school.

John Delnay (1959.)

18. How Do We Define Curriculum?

A curriculum is :

the public face of a professions best educational thinking

Fish 2003

19. How Do We Define Curriculum?

Curriculum is that which is taught at school.

Curriculum is a set of subjects.

Curriculum is content.

Curriculum is a sequence of courses.

Curriculum is a set of performance objectives.

20. A curriculum will answer

What outcomes do we want?

What content is therefore needed?

How can that best be taught/learned?

How do we best assess that?

How do we evaluate our process?

21. Components of curriculum

A framework of assumptions about the leaner and society

Aims and objectives

Learningexperiences

Modes of transaction

Evaluation

22.

Stating general aims, goals and objectives

Selection of content

Selection of learning experience

Organization and matching learning experience with context

Evaluation

CURRICULUM DEVELOPMENT 23. STAGES IN CURRICULUM DEVELOPMENT

DIAGNOSIS OF NEEDS

FORMULATION OF OUTCOMES

SELECTION OF CONTENT

ORGANISATION OF CONTENT

ORGANISATION OF LEARNING ACTIVITIES

DETERMINATION OF WHAT TO EVALUATE AND OF WAYS AND MEANS OF DOING IT

PILOT TESTING

REVISING AND CONSOLIDATING

APPROVAL BY FACULTY. SENATE AND COUNCIL

USE OF THE APPROVED CURRICULUM

PERIODIC REVIEW

24. ATTRIBUTES OF CURRICULUM

Related to an occupation

Objective oriented content

Planned learning experiences

Criteria for evaluation of students performance

25. SYLLABUS

List of Subjects

Content outline for each subject

Broad time Allocations

26. DIFFERENCE BETWEEN SYLLABUS AND CURRICULUM

the needs of the students,

the content (in terms of specific performances) and

instructional methodology

Functionally aSyllabusis 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: 27. CONCEPTS IN CURRICULUM ANDCURRICULUM 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

APPROXIMATE MEANING

1. Body of knowledge contained in a course

2.List of topics arranged in sequence

3.The level to which a topic can be taught

The arrangement of topics in order

5.Broad statement of what is intended to be achieved

6.What is hoped to be attained

7.High-quality, culminating demonstrations of significant learning processes in context

8.Courses/subjects that are of absolute necessity in a programme of study

9.A set of subject fused together in which the traditional boundaries between subject areas are broken

10. Materials and activities used by teachers in their classroom transaction

11.Courses/subjects to be elected by students

28.

* Balance between tradition and modernity

* Flexible and creative

* Leaner-centred and activity oriented

* Age and stage specific

Individual differences

Relevant and life oriented

Wholesomeness and comprehensiveness

Principles of Curriculum Planing 29. Principles of Curriculum Planing

Value orientation and character building

Four pillars

National goals

Judicious mix of centralized and localized elements

Incorporating the latest developments in various field of knowledge

Joyful learning and curriculum load

Continuous , periodical change

30. Aims and ObjectivesEvery 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. Aims and Objectives

Curriculum aims range from the very broad to the more specific. In fact, that is why we use the terms aims, goals and objectives to refer to them. Aims are broad statements which cover all of the experiences provided in the curriculum; goals are tied to specific subjects or group of contents within the curriculum; while objectives describe the more specific outcomes that can be attained as a result of lessons or instruction delivered at the classroom.

32. Knowledge (intellectual) Cognitive Domain Affectivedomain Attitudes (values) Skills (Manual) Psycho motor Domain Figure 4:Main categories of Human Behaviour 33. Cognitive

KNOWLEDGE

UNDERSTANDING

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

34. NEW TRENDS IN EDUCATION

LEANER CENTRED

ACTIVITY BASED

PROCES ORIENTED LEARNING EXPERIENCES

35. NEW TRENDS IN EDUCATION

SOCIAL CONSTRUCTIVSM

MULTIPLE INTELLIGENCE

WAIGODSKIHAWARD GARDNER 36. NEW TRENDS IN EDUCATION

Critical Pedagogy

Issue Based Instruction

37. What is Critical Pedagogy?

Critical pedagogyis a teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that dominate them.

It tries to help students become critically conscious.

38. Roleof School Head in Curriculum

1 Plan a curriculum

2 Organizing curriculum

3 Implementing curriculum

39. ACTIVITY BASED INSTRUCTION

1 GROUP DISCUSSION

2 SEMINAR

3 PANNEL DISCUSSION

4 SIMPOSIUM

5 DEBATE

6 DRAMATAISATION

7 IDEA MAPPING

8 PROJECT WORK

9 COLLCTION etc..

40. TIME TABLING

NEED AND IMPORTNCE OF THE TIME TABLE

TYPES OF TIME TABLE

PRINCIPLES OF TIME TABLE CONSTRUCTION

41. ASSIGNMENT

CRITICALLY EXAMIN NATIONAL CURRICULUM FRAME WORK AND WRITE A SHORT NOTE