curriculum development report

DESIGNING THE CURRICULUM

Principles of curriculum design

• A curriculum is :

“ an attempt to communicate the essential features and principles of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. “

Stenhouse 1975


• A curriculum is :

“the public face of a profession’s best educational thinking”

Fish 2003


• A curriculum includes:

formal and informal

overt and covert

recognised and overlooked

intentional and unintentional

it is determined as much by what it omits as what it contains


• Values underpin our curriculum

“They drive our actions,attitudes thoughts and beliefs. They shape what we prioritise in our professional life and how we conduct ourselves in clinical and educational settings. And that conduct reveals our values to colleagues ,patients and learners”

Fish 2003


Values which influence curriculum design are those of:

the curriculum designers

the teachers

the learners

the society in which it is delivered


Values may be :

values in use

espoused values


Every curriculum has three levels:

Planned : what is intended by designers

Delivered : what is organised by institution

what is taught by teachers

Experienced: what is learned by students

Curriculum Approaches

SUBJECT - CENTERED

Organized on the basis of separate and distinct subjects,

each of which embodies a body of knowledge and skills.

The learner is expected to acquire this body of

knowledge skills.

CHILD - CENTERED

Child is the center of the educational process and the

curriculum should be built upon interests, abilities, purposes, and needs.

PROBLEM - CENTERED

A framework in which the child is guided toward maturity within the

context of the social group. It assumes that in the process of living, children

experience problem.

BEHAVIORAL APPROACH

• Behavioral Approach. This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which is aimed to achieve efficiency. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of the accomplishment.

MANAGERIAL APPROACH

In this approach, the principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. The general manager sets the

policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum

and instruction. School administrators are less concerned about the content than about organization and

implementation. They are less concerned about subject matter, methods and materials than improving the

curriculum. Curriculum managers look at curriculum changes and innovations as they administer the resources

and restructure the schools.

SYSTEMS APPROACH

This was influenced by systems theory, where the parts of the total school district or school are

examined in terms of how they relate to each other. The organizational chart of the school represents a

systems approach. It shows the line-staff relationships of personnel and how decisions are made. The following are of equal importance: a)

administration b) counselling c) curriculum d) instruction e) evaluation.

HUMANISTIC APPROACH

This approach is rooted in the progressive philosophy and child - centered movement. It considers the formal or planned curriculum

and the informal or hidden curriculum. It considers the whole child and believes that in

curriculum the total development of the individual is the prime consideration. The learner s at the center of the curriculum.

ROLE OF CURRICULUM SUPERVISOR

a. help develop the school's education goals

b. plan curriculum with students, parents, teachers and other

stakeholdersc. design programs of study by

grade levelsd. plan or schedule classes or

school calendar

e. prepare curriculum guides or teacher guides by grade level or subject area

f. help in the evaluation and selection of textbooksg. observe teachers

h. assist teachers in the implementation of the curriculum

i. encourage curriculum innovation and changej. develop standards for curriculum and

instructional evaluation

PEOPLE WHO ARE INVOLVED

INTERNAL:

Teachers, Students, Administration, DepEd/CHED

EXTERNAL Alumni,Parents,Professional,Organizations,

Business Organizations

curriculum development report

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