Curriculum

1. Curriculum What’s your definition? Visit our website http://ced.massey.ac.nz

2. Initially, the word came from the Latin currere, which means “the course to be run” Visit our website http://ced.massey.ac.nz

3. A Definition(Read Eisner page 31- middle of page33) The curriculum of a school, or course, or a classroom can be conceived of as a series of planned events that are intended to have educational consequences for one or more students. Visit our website http://ced.massey.ac.nz

4. Educational Noneducational Miseducational Dewey Visit our website http://ced.massey.ac.nz

5. The ideal The entitlement The intended The available The implemented The achieved The attained The Curriculums • The Explicit • The Implicit • The Null Visit our website http://ced.massey.ac.nz

6. Curriculum Presage Activities and forces which influence curriculum developers in their curriculum decision-making tasks. Visit our website http://ced.massey.ac.nz

7. A Theoretical Perspective to Curriculum Normative: the values to which the educational program is directed. Descriptive: the concepts and generalizations that are taken into account in planning the school programme Visit our website http://ced.massey.ac.nz

8. Normative The realization of aims that are considered worth-while (what are these in the NZC?) Visit our website http://ced.massey.ac.nz

9. Descriptive Concepts, rules of thumb, perspectives and frames of references of what ought to be (can you identify these in the NZC?) Visit our website http://ced.massey.ac.nz

10. Philosophy: what is real? What is good? What is true? How do we know what we know? Sociology & Culture: curriculum as a social and cultural activity. Assumptions, ideas, values, knowledge and attitudes. Psychology: educational objectives, student characteristics, learning processes, teaching methods, evaluation Foundation Sources Visit our website http://ced.massey.ac.nz

11. Curriculum Conceptions • Academic Rationalist • Cognitive Processes • Humanistic • Social Reconstructionist • Technological • Eclectic Visit our website http://ced.massey.ac.nz

12. To enhance intellectual abilities in those subject areas most worthy of study – Academic not social. That schools should expose students to the accumulated wisdom acquired through a study of academic subjects not a curriculum that deals with social needs (drug ed. Etc.) Mainly a teacher-centred approach. Academic Rationalist Visit our website http://ced.massey.ac.nz

13. The mind is like a muscle, you need to develop it. Learning to learn & strengthen intellectual facilities Process vs content, problem solving Student centred and teacher centred approaches Cognitive Processes Visit our website http://ced.massey.ac.nz

14. To provide intrinsically motivating experiences to enhance personal development Holistic Self actualizing activities and experiences Teacher provides the supportive environment – facilitator, resource person, supporter… Humanistic Visit our website http://ced.massey.ac.nz

15. School curriculum should effect social reform and help produce a better society Fostering of critical discontent within learners – exposure to controversial issues/problems Group activity… Social Reconstructionist Visit our website http://ced.massey.ac.nz

16. Alignment of two or more reasonably compatible conceptions. Eclectic Visit our website http://ced.massey.ac.nz

17. Rational/Objective Based Cyclical Dynamic/Interactive Curriculum Models Visit our website http://ced.massey.ac.nz

18. Subject Centred Learner Centred Problem Centred Core designs Curriculum Design Visit our website http://ced.massey.ac.nz

19. The ideal The entitlement The intended The available The implemented The achieved The attained The Curriculums • The Explicit • The Implicit • The Null Visit our website http://ced.massey.ac.nz

20. Are we willing to address the complexities or will we grab hold of superficial solutions? Complexity vs Superficiality Visit our website http://ced.massey.ac.nz

21. What are the drivers behind the NZC? Whose values and ideas do they reflect? What conceptions of curriculum can you identify? What are the contradictions? What is flexible and within what boundaries? What you might want to think about now… Visit our website http://ced.massey.ac.nz

22. What are the drivers behind your ideas and decisions around curriculum? What values and ideas do they reflect? What conceptions of curriculum do you identify with? What curriculum models do you prefer? What you might want to think about now… Visit our website http://ced.massey.ac.nz

23. If we can unpack and truly understand the curriculum, identify our own values and conceptions around curriculum, then, and only then, can we have effective intelligent discussion, debate and negotiation when designing our school based curriculum. Education is about compromise Visit our website http://ced.massey.ac.nz

24. Curriculum change does not occur if treated as a mechanical or bureaucratic task or something that will automatically happen simply if good materials are made available (Installation). Teachers have their priorities, the school possesses its own equilibrium, and the organization has numerous ways of providing superficial accommodations to foreign intruders without making any significant alterations. Diffusion vs Installation Visit our website http://ced.massey.ac.nz

25. Defined as the process whereby developers conceptualise and organise the features of the curriculum they wish to construct: curriculum intent (what you wish to achieve); conceptualising the design (what it will look like); organising the sequencing of tasks (how to construct the curriculum); and arranging the process of implementation and evaluation. Curriculum Planning Visit our website http://ced.massey.ac.nz

26. “A well conceptualised approach to the process of curriculum development is an effective use of resources and hence time will be profitably spent on substantive curriculum planning and design.”(Print, pg 93) Visit our website http://ced.massey.ac.nz