2. Purpose Goals Objectives Needs Focusing Curriculum Alignment Delivery to Student

3. Philosophy - t he clarification of beliefs about the purpose, goals, and objectives of instruction. - Is the essential tapestry for all curriculum development efforts. Sample Statements of Purpose for National Education System Australia Fulfilling lives and active citizenship. Joining the workforce Overcoming disadvantage and achieving fairness in society. Philosophy - t he clarification of beliefs about the purpose, goals, and objectives of instruction. - Is the essential tapestry for all curriculum development efforts. Sample Statements of Purpose for National Education System Australia Fulfilling lives and active citizenship. Joining the workforce Overcoming disadvantage and achieving fairness in society.

4.  China * develop good moral character * development love of motherland * literacy and intellect * healthy bodies * interest in aesthetics The generic philosophy from which these are drawn is that the school exists to meet the needs and interest of students.

5. Goals – are also the basic building blocks of educational planning. Classifying Goals and Objectives Educational Goals inherently reflect the philosophical preferences of the writer of the goals. Objectives too, have a philosophical underpinning and from the fabric of instructional development at the school and classroom level.

6.  Goals for Educational Planning Level I – goals are broad and philosophical in nature. Level II – goals are more specific than and are often used to define or give from to such aspirations. Level III – are specific to the classroom level and are stated in terms of behavioral outcomes.

7.  Behavioral Objectives - are statements describing what Learners are doing when they are Learning. - Teachers need to describe the desired behaviors well enough to Preclude misinterpretation. An acceptable objective lets Students know what is expected of them. It also enables teachers To measure the effectiveness of their own work.

8.  Using Objectives to Order Learning Anyone familiar with program development in schools knows that there is regularly a discrepancy between the intentions of curriculum and what the teacher actually delivers to students. A wonderful tool for ordering the curriculum are the three taxonomies of learning. a. Cognitive b. Affective c. Psychomotor

9.  When Planning, the curriculum worker should ask, “ What is specifically intended for learner?  Then write an appropriate objective to guide the teacher in the classroom.

10.  ASSESSING NEEDS: FOCUSING FOR RESULTS Once the basic framework of the curriculum plan is in place, a substantial amount of focusing is necessary to increase efficiency and meet intentions. The major intent of the process is to determine if the real intentions are being met through the existing instructional form. The first steps of a needs assessment are to decide what data are needed for decision making and to develop strategy for data gathering.

11. The Basic Needs Assessment Framework 1.General Information 2. General population Characteristics 3. School Population 4. Programs and course offerings district 5. Professional Staff 6. Instructional Patterns Strategies 7. Student data 8. Facilities 9. Summary of Data

12.  Aligning the Curriculum: The Curriculum Map Once the scope of the curriculum has been determined by an operational philosophy, complete with goals and carefully selected objectives for learning, the curriculum must be sequenced or aligned. There are two major benefits in this mapping process, which connects goals and objectives to programs. First, by viewing the intentions for students in totality, school planners can often identify redundancy in both the scope and sequence of the general curriculum.

13.  Role of Curriculum Leader / Worker  Curriculum worker - applies to most educator – teachers, central office administrators or principals.

14. Curriculum Leader – refers to anyone in school district who is primarily responsible for one or more of the following; planning, coordinating, or managing curriculum activity.

15.  The success of a curriculum leader depends on good human relations, the following competencies have been identified that will help curriculum leader coordinate the activities of an educational staff related to curriculum planning and development.

16. IMPLICATION The basic task of curriculum have been clearly defined, using if – then logic, curriculum development identifies purpose, sets goals and objectives, aligns curriculum content, focuses on critical needs of learners, and delivers a program. The curriculum mapping process and a needs assessments can further adjust the curriculum to the specific target of the design. Behind this, there is curriculum worker who are working for the success in the implementation of the said curriculum.

17. THANK YOU for listening……..