Pgde 5curriculum Development and Professional Contexts
Curriculum Development and Professional Contexts
Curriculum Development and Professional Contexts
Introduction
The term curriculum is defined by Bobbit (1918) in the first book published about the curriculum (The Curriculum: Frank John Bobbit 1918), as a word which, has its origins in the Latin terms for race course. Bobbit (1918) explains that the curriculum is the course of experiences where children become the adults they should be, so that they can be successful in the adult world. By this Bobbit (1918) means that the curriculum is activities that learners will undertake to achieve certain learning achievements and goals.
Education can be seen as the process which transits or delivers to students in 'the most effective methods that can be devised.’ (Blenkin, Edwards, Kelly 1992, pg 23).
There are many definitions of curriculum. Kelly (2009) identifies two main things that curriculum can mean (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program where the curriculum describes the teaching, learning, and assessment materials available for a given course of study (Kelly 2009). Tanner (1980) defines curriculum as “the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence.” (Tanner 1980)
The curriculum will be discussed in this assignment along with professionalism government ideologies and philosophies and the curriculum design that I have developed with my team, looking at the strengths and weaknesses of the design and also the process of going through a validation panel to get the curriculum approved.
Models of Curriculum Design
Different theorists have different opinions on how a curriculum should be designed. The way the curriculum is designed is dependant on the
Curriculum Development and Professional Contexts
Introduction
The term curriculum is defined by Bobbit (1918) in the first book published about the curriculum (The Curriculum: Frank John Bobbit 1918), as a word which, has its origins in the Latin terms for race course. Bobbit (1918) explains that the curriculum is the course of experiences where children become the adults they should be, so that they can be successful in the adult world. By this Bobbit (1918) means that the curriculum is activities that learners will undertake to achieve certain learning achievements and goals.
Education can be seen as the process which transits or delivers to students in 'the most effective methods that can be devised.’ (Blenkin, Edwards, Kelly 1992, pg 23).
There are many definitions of curriculum. Kelly (2009) identifies two main things that curriculum can mean (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program where the curriculum describes the teaching, learning, and assessment materials available for a given course of study (Kelly 2009). Tanner (1980) defines curriculum as “the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence.” (Tanner 1980)
The curriculum will be discussed in this assignment along with professionalism government ideologies and philosophies and the curriculum design that I have developed with my team, looking at the strengths and weaknesses of the design and also the process of going through a validation panel to get the curriculum approved.
Models of Curriculum Design
Different theorists have different opinions on how a curriculum should be designed. The way the curriculum is designed is dependant on the
References: Barnes, D (1976) From Communication to Curriculum Harmondsworth: penguin Bobbit (1918) The Curriculum accessed via www.archive.org/details/curriculum008619mbp (10/03/2010) Blenkin, G. M., Edwards, G.T., Kelly, A.V. (1992) Change and the Curriculu, London: Cotterall, S Bruner, J. (1971) The Relevance of Education, New York: Norton. Chapman, A Davies I.K. (1976) Objectives in Curriculum Design. London: McGraw-Hill. Donald, J www.csie.org.uk/publications/tomlinson-96.pdf accessed 08/03/2011 Eisner, E (1985):The art of educational evaluation London Gronlund, N.E. (2000). How to write and use instructional objectives (6th ed.). Columbus, OH, USA: Merrill. Kelly, A Kelly, A.V., (2009) The Curriculum: Theory and Practice Sage Publications Kolb, D.A., (1976) The Learning Style Inventory LLUK www.lluk.org (accessed 27/03/2011) LSC website www.lsc.org.uk 2010 accesed 29/02/2010 Machin, S. and Vignoles, A. (2005) education Policy in the UK Centre for the Economics of Education: London School of Economics London Mednick, F Murray, J. (2010) www.guardian.co.uk/education/2010 Neary M (2003) Curriculum Studies in Post-Compulsory and Adult Education Parlett, M. & Hamilton, D. (1975). Evaluation as illumination: a new approach to the study of innovatory programs. http://www.finchpark.com/afe/p.htm (accessed 12/03/2011) Scott, D Shiota, L. (2011) Definition of a Creative Curriculum www.ehow.co.uk/facts_5959100_definition-creativeurriculum.html#ixzz1FqHeDM9W (accessed 12/03/2011) Stenhouse, L Tanner D., & Tanner L. (1980). Curriculum development: Theory into practice. New York: Macmillan. Tyler (1949) Basic Principles of Curriculum and Instruction Chicago and London: University of Chicago Press. Cited at . http://www.finchpark.com/afe/p.htm (accessed 28/03/2011) www.csie.org.uk/publications/tomlinson-96.pdf accessed 08/03/2011). www.furcs.flinders.edu.au 2005 accessed 26/02/2010 www.sociology.org.uk/AS_educate.p (accessed 10/03/2010)