CURRICULUM

1. STAGES OF CURRICULUM DEVELOPMENT

1.1. Exploratory stage

1.2. Curriculum design stage

1.3. Curriculum implementation stage

1.4. Monitoring and review stage

2. CURRICULUM MODELS

2.1. Models that depict the nature of curriculum development

2.1.1. Linear-prescriptive

2.1.1.1. Tyler's model

2.1.1.2. Out-comes based model

2.1.2. Cyclic models

2.1.2.1. Nicholls and Nicholls

2.1.3. Dynamic-interactive models

2.1.3.1. Print's model

2.2. Models that depict nature of curriculum

2.2.1. Zias's model

2.2.2. Lawton's model

3. PURPOSE OF CURRICULUM: HAS 5 PERSPECTIVES

3.1. Academic-rationalist

3.2. Cognitive processes

3.3. Humanistic(Personal relevance)

3.4. Social reconstructionist

3.5. Personal commitment

4. CLASSIFICATION OF CURRICULUM

4.1. Official

4.2. Operational

4.3. Hidden

4.4. Illegitimate

4.5. Null

5. CAN BE DEFINED USING 5 PERSPECTIVES

5.1. Product

5.1.1. Consists of stated purposes, aims, objective

5.2. Praxis

5.2.1. interactions between learner and educator for learning purposes

5.3. Content

5.3.1. a collection of courses, subjects, facts, concepts, generalisations and related skills.

5.4. Process

5.4.1. planned experiences intended to contribute to learning brought by educators

5.5. Eclectic approach

5.5.1. cultural dimension

5.5.1.1. outcomes, study guidelines, teaching-learning strategies, tests, exams

5.5.2. conceptual dimension

5.5.2.1. pre-specified content, outcomes, learning opportunities

6. DETERMINANTS OF A CURRICULUM

6.1. Community

6.2. Subject discipline

6.3. The learner

7. LEVELS OF CURRICULUM DEVELOPMENT

7.1. Macro-level

7.1.1. National guidelines

7.2. Meso-level

7.2.1. Guidelines specific to education institution

7.3. Micro-level

7.3.1. Guidelines specific to classroom and clinical teaching