UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx

CURRICULUM PLANNING AND ITS PROCESSES notes

1. Unit 3: curriculum planning and its processes

2. Definitions of curriculum planning

3. Definitions of curriculum planning continue… Curriculum panning Curriculum planning is a process which curriculum defines the intended learning out comes, assessments, contents and pedagogical requirements necessary for student success across an entire curriculum . The process concerned with making decisions about what to learn, why, and how to organize the teaching and learning process taking into account existing curriculum requirements and the resources available. Curriculum planning is a continuous process which involves activities characterized by interrelationships among individuals and groups as they work together in studying, planning, developing and improving the curriculum which is total environment planned by the school. Effective curriculum planning and decision making process is key to the success of educational programs .

4. Curriculum planning continue.. In planning for curriculum: Curriculum development committee Consultants are assigned tasks Scope and sequence are determined Key issues and specific content are identified Assessment needs and issues are done and feedback from stakeholders is obtained.  

5. Steps in curriculum planning

6. Scope of curriculum planning Scope of the curriculum planning: In depth details of the curriculum Contents e.g. subjects Competencies per grade Assessment criteria Implementation schedule Support system Monitoring and evaluation Review plan/ cycle  

7. Need for curriculum planning Curriculum planning develop well coordinated, quality teaching, learning and assessment programmes which build students knowledge, skills and behaviours in the disciplines, as well as their interdisciplinary and or physical, personal and social capacities. A good curriculum planning in schools often requires overcoming many obstacles. The only certainty about curriculum implementation is that there is no one right way of going about it for all teachers in all school. There are three levels of curriculum planning: the planning of policies, the planning of programs, and the planning of lessons. We will focus on how planning by teachers actually proceeds in individual schools, and in so doing, we examine in detail the contributions made to curriculum planning by people often referred to as key stakeholders. Key stakeholders include teachers, principals, parents, students and external facilitators--all the people who for personal or professional reasons ordinarily have the strongest interests in planning. 

8. Curriculum planning ensures: To differentiate among three levels at which curriculum planning occurs in schools: policy, programs and lessons . To reflect on the backgrounds, priorities, and skills ordinarily brought to curriculum planning by key stakeholders, especially teachers, principals, parents, students and external facilitators . To become familiar with the major problems involved in curriculum implementation . To understand the implications of the ideas of fidelity of curriculum implementation and adaptation in curriculum implementation. To ensure a shared vision Shared understandings and a common language in the school community.

9. Need for curriculum planning continue… Optimum coverage of all domains within the curriculum . Continuity of learning between domains across your levels. The full ranges of learning needs of students are addressed . Students are given opportunities to develop deep understanding . Cohesiveness in teaching, learning and assessment practices . Elimination of repetition of learning activities without depth or breadth across levels. Improved student learning outcomes. To critically reflect on the basic ideas that underlies research on curriculum implementation. To critically reflect on some common approaches that has been used in schools to support the process of curriculum implementation.

10. Organs involved in curriculum planning Curriculum Planning Committee e.g. NIED Consultants of Specific Subjects Unions Teachers Community / society Politicians / lawmakers NGO e. g unicef

11. Factors which affect planning Budget Politics Community/society Teachers/ learners Resources both human and physical  

12. Elements of Curriculum The curriculum has four elements that are in constant interaction: • purpose (goals and objectives) • content or subject matter • methods or learning • evaluation

13. Elements continue… Purpose The purpose of a curriculum: • is based on the social aspirations of society, • outlines the goals and aims of the programme, and • is expressed as goals and objectives.   There are three categories of goals and objectives: • cognitive, referring to intellectual tasks, • psychomotor, referring to muscular skills, and • affective, referring to feeling and emotions. You should note that the curriculum reflects the relevance of whatever the society deems to be important.

14. Elements continue… Content or Subject Matter   The content of the curriculum: is divided into bodies of knowledge, for example, mathematics, English and science; outlines the desired attitudes and values; includes cherished skills; is determined by prevailing theories of knowledge; and caters to ideological, vocational and technical considerations. You should note that the curriculum content must be applicable to the solution of the problems affecting the society which uses it .   Methods   The methods outlined in a curriculum: deals with teaching and learning experiences, and involve organisational strategies. Flexible teaching methods facilitate learning.

15. Elements continue.. Evaluation   Evaluation is used to: select appropriate content based on the aims and objectives of the curriculum; select appropriate methods to address the content and purpose; check the effectiveness of methods and learning experiences used; check on the suitability and the appropriateness of the curriculum in answering social needs; give feedback to the planners, learners, teachers, industry and society; and provide a rationale for making changes.   Functions of Curriculum Evaluation informing decision-makers on the state of affairs of certain curriculum programmes or syllabuses, and enabling teachers to evaluate themselves. The principal purpose of evaluation is to contribute to decision making.