Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT.

Copyright Keith Morrison, 2004

CURRICULUM DESIGN AND DEVELOPMENT


THE TYLER RATIONALE

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organised?

4. How can we determine whether these purposes are being attained?

AIMS

CONTENT

PEDAGOGY

EVALUATION


CURRICULUM AIMS

Whose curriculum?

What curriculum?

In whose interests?

Values With what outcomes?


Mathematics

Science

CURRICULUM CONTENT (1)

Geography

IT

Art and Design

History

Religious education

Physical education

MusicEnglish/

Language


Equal opportunities

Citizenship education

CURRICULUM CONTENT (2)

Human Rightseducation

Media Studies

Personal & Social education

Aesthetic education

Multicultural education

Ecological education

Values education Political

education


ELEMENTS OF LEARNING

Knowledge Concepts

Skills Attitudes


PEDAGOGY (1)

Prescribedoutcomes

Writing

Conforming and obedient students

Listening

Didactic teaching

Rote Memorising

Individuallearning

Textbook-based

Recitation Teacher

talk


PEDAGOGY (2)

Process curriculum

Higher order

thinking

Collaborative/cooperative work

Autonomous/experiential

Negotiated learning/

student-centred

Community related learning

Problemposing and

solving

Discussion

Integrated curricula

Flexiblelearning

More student talk

Application


ASSESSMENT (1)

Outcome-based

Repetition

Competitive

Grading Individual

Examinations

Testing

Recall


ASSESSMENT (2)

Authentic

Portfolio-based

Process-based

Task-based Participatory

Projects

Application

Negotiated


KEY ELEMENTS

Contexts

Dimensions

Outcomes


SKILBECK’S CURRICULUM DEVELOPMENT MODEL

Situational analysis

Goal formation

Programme building

Interpretation and implementation

Monitoring, feedback, assessment, reconstruction


CURRICULUM ELEMENTS

Contexts

Aims Content

Pedagogy Evaluation

Change


HONG KONG CURRICULUM DEVELOPMENT COUNCIL (2001)

‘The school curriculum defines the views of society about “what is worth learning”, commensurate with students’ abilities at different stages and with their ways of perceiving and learning about the world.’

Hong Kong Curriculum Development Council (2001) Learning To Learn: Lifelong Learning and Whole-Person Development, p. 19.


DEFINING THE CURRICULUM

‘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) An Introduction to Curriculum Research and Development. London: Heinemann,

p. 4.


THE CUBIC CURRICULUM

Subjects

Pedagogy

Cross-curricularissues


CROSS-CURRICULAR ISSUES

Dimensions Themes Skills

Multicultural education

Inclusive education

Special needs

Equal opportunities

Personal and Social education

Health education

Careers education

Citizenship education

Environmental education

Values education

Economic understanding

Communication

IT (ICT)

Numeracy

Study

Problem-solving

Personal and Social

Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT.

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Transcript of Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT.