Principles of curriculum construction ebe

Principles of Curriculum
Construction
and
Curriculum Design
Paul Ebenezer
1st year M.Sc. Nursing
CON ,CMC,Vellore.

DEFINITION
CURRICULUM:-
“Curriculum is a tool in the hands of the artist (teacher) to mould his
material (pupils) according to his ideals (aims and objectives) in his
studio(school)”.
- Cunningham
“A curriculum is the offering of socially and scientifically valued knowledge,
skills and attitudes made available to students through a variety of
arrangements during the time they are at school, college or university”.
- BELL (1975)

DEFINITION
NURSING CURRICULUM
“Nursing curriculum is the learning opportunities (subject matter)
and the learning activities ( clinical experiences and practices) that the
faculty plans and implement in various settings for a particular group of
students, for a specified period of time in order to attain the objectives”

INTRODUCTION
Curriculum is a tool which considerably helps to
inculcate those standards of moral action which are
essential for a successful living in society and for
true satisfaction out of life.

1. Conservative Principle
•Nations live in the present, on the past and for
the future.
•Past is the great guide for present.
•All the past may not suit us.
•There must be a base to stand upon if the base
is durable it must be accepted

2. Forward Looking Principle
• Children of today are the future citizens of
tomorrow.
• Education should given them a foundation of
knowledge, feeling and that will enable them to
change the environment where change is needed

3. Creative Principle
•Activities should be included which enable the
child to exercise his creative and constructive
Power.
•Objective of the education is to discover and to
develop special interest, tastes, and aptitudes.

4. Activity Principle
• Thought in terms of activity and experience, rather than of
knowledge to be acquired.
• Growth and learning take place where there is activity.
• He Need Experience more than Instruction.
• Curriculum must ensure the activity of Body and Mind –it
should centre of the curriculum.
• Example -?
• Research project

5. Principle of Preparation for Life
• Prepare to face the Various challenges of the complex problem of future
• the best preparation- to help to live fully and richly his life at the stage at
which he is.
• Smith and Harrison – child as an individual growing by his ow activity ,
living in is own environment and preparing himself for adult life-not
imitating adults –living fully as possible in the environment of childhood.

6. Principle of Maturity
• Adapted to the grade of pupils and to their stage of mental and
Physical development in the early childhood
• Wonder and romance is predominate
• In this stage subject and activities which present the elements of
wonder and romance should be included , in later stage they are
intrested

7. Principle of Individual Differences
•Individual differ in Taste, Temperature, Skill,
Experience, Aptitude, Innate ability and in Sex.
•So curriculum should be adapted to individual
differences.
•It should not be rigid.

8. Principle of Vertical and Horizontal
Articulation
•One the one hand each year’s course should be
built on what has been done in previous years
and at the same time should serve as basis for
subsequent work .it is absolutely essential that
the entire curriculum should be coordinated.

9. Principle of Linking with Life
•The community needs and
characteristics should be kept in
view while framing the
curriculum.

10. Principle of comprehensiveness and
balance
• Curriculum should be framed in such a way as a every aspect of life,
• i.e ecnomic relationship, social activities, occupations and spiritual life,
is given due emphasis.
• Balance between subject and activities between academic and
vocational education, between compulsory and optional subjects,
between formal and informal education, between individual and social
aims of education etc.,

11. Principle of Loyalties
• Curriculum should planned in such a manner that it
teaches a true sense of loyalty to the family , the school,
the community, the town, the province, the country and
the world at large.

12. Principle of Flexibility
• Should consider special needs and circumstances of the
pupils.
• Curriculum of the girls may not always be identical with
that of boys.
• In general the curriculum of the rural and urban school will
be the same but there might be a variation according to
specific needs of locality.

13. Principle of Core or Common Subjects
•Certain broad knowledge, skills and
appreciations whit which all he children must
be made conversant this should find a place in
curriculum.

14. Principle of Leisure
• The curriculum should prepare the child for the use of leisure
time.
• eg : Music, sports , fine arts , etc.,
• If leisure spent in wrong way , its not only affects the
individual but also nation as a whole.
• So curriculum prepare individual to use effectively their
leisure time.

15. Principle of all-round Development
•All kinds of experience should provide to the
students so that they may develop their
powers.

16. Principle of Democracy ,Secularism and
Socialism
•Curriculum should be such as it trains the
child to imbibe ideal and values of
democratic, secular and socialist state

17. Principle of Character Building
•Provide those activities and experiences
which promote human and social values
•Provision for a number of co-curricular
activities.

18. Principle of Dignity of Labour
•Make provision for socially useful
productive work
•The student should be provided
opportunities to learn from the use of
hands

DEFINITION
CURRICULUM DESIGN
“Curriculum design is a statement which identifies the
elements of the curriculum, states what their relationships are
to each other, and indicates the principles of organization and
the requirements of that organization for the administrative
conditions under which it is to operate”.
- Taba, 1962

SOURCES OF CURRICULUM DESIGNS
1. Science as a source:
• The scientific method provides meaning for the curriculum design
• Only those items that can be observed and qualified should be
included.
• The curriculum teaches rational processes for dealing with reality.
• Problem-solving should have the prime position in the curriculum.
• Emphasizes on procedural knowledge and scientific knowledge.

2. Society as a source
School is an agent of society, thus the school should draw its ideas
from the curriculum from the analysis of the social situation.
Curriculum are designed to serve the broad social interests of
society, as well as the local community.

3. Eternal and Devine sources:-
•Curriculum design should be intended to
perpetuate society
•It should pass on the significance of people’s
values and personal morality

4. Knowledge as a source
• Limited
• Disciplined knowledge has a particular structure and a
particular method or methods by which its scholars
extend its boundaries

5. The learner as a source:-
• Curriculum is derived from what we know about
the learner.
• We draw much from the psychological foundations
• Emphasizes learning by doing

TYPES OF CURRICULUM DESIGNS:-
• a. Subject design
• b. Discipline design
• c. Broad Fields design
• d. Correlation design
• e. Process design
SUBJECT
CENTERED
DESIGN
• a. Child centered design.
• b. Experienced centered design.
• c. Romantic (Radical) design.
• d. Humanistic design
LEARNER
CENTERED
DESIGN
• a. Life situation design.
• b. Core design.
• c. Social problems and Reconstructionist design.
PROBLEM
CENTERED
DESIGN

SUBJECT-CENTERED DESIGNS:-
SUBJECT DESIGN
• The most popular and widely used curriculum design
SUBJECT DESIGN:
- The oldest and best known designs.
- They argue that knowledge and ideas are best stored in verbal forms (textbook).
- The teacher assumes the active role.
Advantages:-
- Introduces the students to essential knowledge of the society.
- Easy to deliver
- Familiar
Disadvantages:-
- Prevents individualization
- Stress on subject and neglect students needs
- Passive learning.
- Compartmentalized.

Discipline design:-
• They emphasize understanding the conceptual structure
and the processes of the discipline- to see the basic logic or
structure of each discipline-the key relationships, concepts,
and principles, deep understanding of the content and a
realization of ways in which such knowledge can be applied
to generate additional meaning.

Broad field design:-
• Appeared as an effort to correct fragmentation and
compartmentalization caused by the subject design.
• It was an attempt to integrate content that appeared to fit
together logically. Eg: social studies.
• This design allows students to discern relationships among
the various aspects of the curriculum content and
wholeness of meaning.
• Disadvantages:- “Breath versus depth”

Correlation design:-
• Neutral design.
• Existing as a midpoint between separate subjects
and total integration of content
• Attempts to identify ways in which subjects can be
related to one another while still remaining their
identity as subjects.

Process design:-
• Suggest curricular designs that stress the learning
of general procedures, general processes not
specific to any particular discipline, but applicable
to all.

LEARNER CENTERED DESIGN
Child cantered design:-
• In this design, emphasis is on the child
development of the whole child
• To optimize learning students should be active in
his/her environment.
• Learning should be based on students lives, their
needs and interest.

Experienced centered design:-
• The notion that a curriculum cannot be preplanned
, that everything had to be done “on the spot” by
each teacher reacting to each child made this design
almost impossible to implement.

Romantic (radical) design:-
• Assumption:- the current society is corrupt, repressive
and unable to cure itself. Schools have used their
curricula to control, to indoctrinate individuals into a
particular cultural view rather than to educate and
emancipate them.

Humanistic design:-
• There is a relationship between learning and feelings.
• Carl Rogers -Argued that the aim of education is the facilitation of
learning. With such a curriculum, learners will be able to become fully
functional persons, capable of intelligent choice, are critical learners
and able to approach problems situations with flexibility and work
cooperatively with others.
• Cognitive, affective and psychomotor domains are interconnected and
the curriculum design should address these dimension.
• Stress the importance of positive self concept and interpersonal skills.

Problem centred design:-
• The focus of this category of designs is the problems
faced by society
• Genuine life problems are selected and teaching –
learning activities are organized around these issues
• Dual emphasis on content and the development of
learner.

Life situation design:-
• In any society there are persistent life situations that are crucial to society’s social
functioning.
• Three assumptions:-
• Persistent life situations are crucial to a society’s successful functioning and that it make
educational sense to organize a curriculum around them.
• Students will see direct relevance to what they are studying if the content is organized
around aspects of community life.
• By having students study social or life situations, they will not only study ways to
improve society, but they will e directly involved in such improvements.

Core design:-
• It centers on general education and is based on problems arising out of
common human activities.
• It is carefully planned before students enter school and adjusted when
necessary.
• The core problems are taught to all students in a block- time format
whereby two or more periods of class time is used.
• Although content is part of the design, the common needs problems,
and concerns of learners comprise the central focus.

Social problems and reconstructive
designs:-
• They are interested in the relation of the curriculum to the
social, political, and economic development of society.
• It has the primary purpose of engaging the learner in
analyzing the many severe problems confronting
humankind and impart in students a commitment of
resolution of these problems.

Principles of curriculum construction ebe

Principles of curriculum construction ebe

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