Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT
Copyright Keith Morrison, 2004 THE TYLER RATIONALE 1.What educational purposes should the school seek to attain? 2.What educational experiences can be provided that are likely to attain these purposes? 3.How can these educational experiences be effectively organised? 4.How can we determine whether these purposes are being attained? AIMS CONTENT PEDAGOGY EVALUATION
Copyright Keith Morrison, 2004 CURRICULUM AIMS Whose curriculum? What curriculum? In whose interests? Values With what outcomes?
Copyright Keith Morrison, 2004 Mathematics Science CURRICULUM CONTENT (1) Geography IT Art and Design History Religious education Physical education Music English/ Language
Copyright Keith Morrison, 2004 Equal opportunities Citizenship education CURRICULUM CONTENT (2) Human Rights education Media Studies Personal & Social education Aesthetic education Multicultural education Ecological education Values education Political education
Copyright Keith Morrison, 2004 ELEMENTS OF LEARNING KnowledgeConcepts SkillsAttitudes
Copyright Keith Morrison, 2004 PEDAGOGY (1) Prescribed outcomes Writing Conforming and obedient students Listening Didactic teaching RoteMemorising Individual learning Textbook-based Recitation Teacher talk
Copyright Keith Morrison, 2004 PEDAGOGY (2) Process curriculum Higher order thinking Collaborative/ cooperative work Autonomous/ experiential Negotiated learning/ student-centred Community related learning Problem posing and solving Discussion Integrated curricula Flexible learning More student talk Application
Copyright Keith Morrison, 2004 ASSESSMENT (1) Outcome- based Repetition Competitive Grading Individual Examination s Testing Recall
Copyright Keith Morrison, 2004 ASSESSMENT (2) Authentic Portfolio- based Process-based Task-based Participatory Projects Application Negotiated
Copyright Keith Morrison, 2004 KEY ELEMENTS Contexts Dimensions Outcomes
Copyright Keith Morrison, 2004 SKILBECK’S CURRICULUM DEVELOPMENT MODEL Situational analysis Goal formation Programme building Interpretation and implementation Monitoring, feedback, assessment, reconstruction
Copyright Keith Morrison, 2004 CURRICULUM ELEMENTS Contexts Aims Content Pedagogy Evaluation Change
Copyright Keith Morrison, 2004 HONG KONG CURRICULUM DEVELOPMENT COUNCIL (2001) ‘The school curriculum defines the views of society about “what is worth learning”, commensurate with students’ abilities at different stages and with their ways of perceiving and learning about the world.’ Hong Kong Curriculum Development Council (2001) Learning To Learn: Lifelong Learning and Whole- Person Development, p. 19.
Copyright Keith Morrison, 2004 DEFINING THE CURRICULUM ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice’. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London: Heinemann, p. 4.
Copyright Keith Morrison, 2004 THE CUBIC CURRICULUM Subjects Pedagogy Cross-curricular issues
Copyright Keith Morrison, 2004 CROSS-CURRICULAR ISSUES DimensionsThemesSkills Multicultural education Inclusive education Special needs Equal opportunities Personal and Social education Health education Careers education Citizenship education Environmental education Values education Economic understanding Communication IT (ICT) Numeracy Study Problem-solving Personal and Social