CURRICULUM DEVELOPMENT (1)

1. Depleting models : • linear prescriptive curriculum • cyclic curriculum •dynamic - interactive curriculum

2. INTRODUCTION TO CURRICULUM THEORY

2.1. Curriculum is defined as the course of study

2.2. Perspective on curriculum: content •curriculum as product • curriculum as process. • curriculum as praxis •curriculum as conceptual and cultural dimensions

2.3. Purpose of curriculum: •Pays attention to educational purpose •academic- rationalist perspective •cognitive process perspective •humanistic perspective •social reconstructionist perspective • personal commitment perspective

2.4. Curriculum committee • developed by a team. • educators , subject heads , principles, media specialist ,graphic designers

3. CURRICULUM MODELS

3.1. • Model is symbolic •Models provide structure •Used to explain curriculum

3.2. • zais's curriculum model : consist of a foundation and structure

3.3. Lawtons cultural analysis model : •represents intellectual and artistic achievements •based in cultural analysis

4. STAGES AND STEPS OF CURRICULUM DEVELOPMENT

4.1. • specific curriculum development process suitable in health science •Educational principles: scientific approach , logical point of departure, process,co-operate, relevance , leaner centered •Professional principles: comprehensiveness, integration, networking, problem based learning , innovative, research

4.2. Stages of curriculum development: • exploratory stage •conducting situational analysis

4.3. Identify constraints: • educators •Learners •Facilities •other people's expectations

4.4. Critical path analysis: • Tasks to be completed and deadlines for each task

4.5. Curriculum presage deliberations

4.6. Curriculum design criteria and plan of action

4.7. Curriculum design stage : team experts a. Formulating outcomes b. Selecting and organizing Curriculum content c .Organizing and sequencing the curriculum content d.curriculum content learnt e. Teaching strategies and learning opportunities f. Assessment methods and tools

4.8. Personal development

4.9. Curriculum implementation: • operationalized •teething problems overcome • curriculum evaluation

4.10. Monitoring and review stage

5. INVESTIGATING THE CURRICULUM CONTEXT: STRUCTURAL ANALYSIS

5.1. • situational analysis • Needs assessment • Context analysis

5.2. • conducted before curriculum designed • systematic approach •entails data on curriculum

6. DESIGNING A CURRICULUM OF MESO LEVEL

6.1. • Macro : broad curriculum • Meso : curriculum committee of educational institution • Micro : detailed lesson plan

7. APPROACHES TO CURRICULUM DESIGN

7.1. Organization and sequencing of curriculum content

7.2. • Content centered design • Competency based design • Problem centered design

8. CURRICULUM EVALUATION

8.1. • A formal investigation to judge curriculum • system investigation • continous process • collecting data • compile evaluation report