DYNAMICS OF CURRICULUM BLENDING training.pptx

Training for teachers and educators generally

1. DYNAMICS OF CURRICULUM BLENDING NIGERIAN-BRITISH BY DR. VICTOR A.A. OLUWATOYE (Certified Life Coach)

2. Cambridge Assessment International Education (CAIE) is a curriculum that develops learners’ skills in creative thinking, enquiry and problem solving and prepares them for the next stage in their education.

3. The Culture of British Pedagogy Stipulates that; Lesson objectives should tilt (focus) towards six (6) categories of bloom’s taxonomy which are knowledge , application , comprehension , analysis , synthesis and evaluation . In other words, it is concerned with remembering , understanding , applying , analyzing , evaluating and creating . Lesson delivery should be active, attractive, interactive and reflect one or two elements of the core skills. e.g. listen and reflect on the knowledge acquired. Lesson evaluation should be assessing application to life, analytic skills and creativity (and not head knowledge) in learners.

4. Today, we are looking at In-depth on the blending of British Nigerian –British Curriculum i.e. most effective ways of blending Nigerian-British Curriculum. Nigerian curriculum is from British. It is a British curriculum because British Colonized us. They gave us a curriculum. The curriculum that was given to us remain the same. The structure remains the same, the system remains the same. They are only reviewing the curriculum.

5. SIMILARITIES: They both have almost the same subjects in common They have about 70% topics in common They have similar sub topics

6. DIFFERENCES : Mode of questions: British mode of question is more of application questions while Nigeria is more direct. Mode of answering questions: British requires very simple, direct and straight to the point answer while some questions in Nigeria require much explanation and starting from the basic things when answering questions.

7. BLENDING OF NIGERIAN-BRITISH CURRICULUM Blending by subjects Blending by topics Blending by sub topics

8. NOTE THESE Before you start blending, do not touch the British curriculum, keep it intact. When blending, bring things from Nigeria’s scheme of work and add it to the appropriate place in British curriculum.

9. TYPES OF BLENDING Inter-curricular blending Inter-subjects blending Intra-subjects blending Intra-topic blending

10. INTER-CURRICULAR BLENDING: It has to do with blending of both Nigeria and British curricula by contraction of subjects to allow more space (or accommodation) of bigger subjects after blending.

11. INTER-SUBJECTS BLENDING: There are some subjects that are present in British curriculum and absent in Nigeria curriculum for example, Sociology for art students in British curriculum.

12. INTRA-SUBJECTS BLENDING: It has to do with blending of various subjects from two curricula. The two curricula have some subjects in common. Those common subjects can be blended by reviewing the topics under each subject from the two curricula.

13. INTRA-TOPIC BLENDING: This blending has to do with reviewing the common topics in each subject under the two curricula. The sub topics in each curriculum has to be reviewed, analyzed and inserted into each other so as to cover up for both British and Nigeria curricula.

14. ASSIGNMENT Tutors will be dully responsible for blending of Nigeria and British curriculum in their area of specialization. Supervised by HOS and VPS