Principles and significance (need) of curriculum
1 like678 views
The document outlines the principles and significance of curriculum design, emphasizing that curriculum is essential for educational institutions as it encompasses the total learning experiences of individuals. It highlights the importance of personalisation, coherence, and relevance in curriculum development, with suggestions for improving learners' skills. Key elements include challenge, enjoyment, breadth, progression, depth, and the interconnection of skills across various contexts.
Principles and significance (need) of curriculum
- 1. Principles and significance (need) of curriculum design Course: Curriculum development C.C.838 Date :06-09-2016 4:30 to 5:30 Course facilitator : Zulfiqar Behan
- 2. All the learning which is planned and guided by the school, whether it iscarried on in groups or individually, insideor outsidetheschool. Definition of curriculum The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed
- 3. A curriculum is considered the “heart” of any learning institution which means that schools or universities cannot exist without a curriculum. curriculum refers to the “total learning experiences of individuals not only in school but society as well” (Bilbao et al., 2008).
- 4. Importance/ Significance providing a structure for an educational course having an end goal that teachers set for their students to reach. Curricula vary widely in structure and complexity, but are valuable for many different areas of education, including linguistics, mathematics and the sciences.
- 6. Challenge and enjoyment. Breadth. Progression. Depth. Personalisation and choice. Coherence. Relevance. The curriculum should be designed on the basis of the following principles:
- 7. Personalisation & Choice Coherence Relevance Some starters to consider how you could improve the development of learners’ skills focusing on personalisation and choice: •Dialogue focused around the skills learners use in their wider lives •Making reference to learners skills and interests during day to day dialogue •Using knowledge of how they learn in different ways •Dialogue focused on assessing their understanding and providing feedback on their next steps and progress •Listening to learners questions and ideas •Providing support tailored to their differing needs Some starters to consider how you could improve the development of learners’ skills using coherence: • Making clear links between the skills used within and across curriculum areas and in interdisciplinary studies •Highlighting the similarities and differences between different skills and the use of a skill in different contexts •Promoting a shared understanding of skills and involving learners in understanding and reflecting on their own development of skills Some starters to consider how you could improve the development of learners’ skills in relation to relevance: •Selecting contexts for skills which relate to the learners’ experience, needs and interests in and beyond school •Emphasising skills for learning, life and work, making connections with the use of skills in learning, in the home, in the local community, the world of work, travel or interests in leisure, sport or the media.
- 8. Challenge & Enjoyment Breadth Progression Depth •Challenging our learners to think hard and develop their skills to the full •Thinking about what is needed to take learners to the next stage in developing and applying skills •Using the full breadth of skills in the experiences and outcomes •Making better links with skills in literacy, numeracy and heath and wellbeing •Giving more emphasis to skills that are transferable across curriculum areas •Developing secure learning of subject-specific skills •Being aware of prior learning in skills •Moving learners through challenging activities to new learning or consolidating skills by practice •Providing opportunities for application of skills in new contexts •Encouraging learners to reflect on their own learning and how secure their learning is •Increasing the depth of learning of skills by going beyond acquiring knowledge to emphasise learners’ understanding •Encouraging learners to show their understanding in different ways so that we are more aware of their understanding/ misunderstanding •Emphasising the application of skills in different contexts.