Course title: Fundamental of Curriculum
Course No. : Ed 442
Nature of Course:
Theoretical
Level: B.Ed. Credit Hours: 3
Semester: Fourth Teaching
Hours: 48
1. Course
Description
This course is designed for
providing students with fundamental concept of curriculum and curriculum development.
The course intends to equip students with knowledge on the bases of curriculum development
and its components. Further, it aims at providing students with general understanding of the
process of curriculum development and study of existing school level curriculum of
Nepal.
2.
General
Objectives
The general objectives of this
course are listed below:
·
To acquaint
students with different meanings of curriculum.
·
To make students
familiar with various bases of curricular decisions.
·
To enable
students to figure out various components of
curriculum.
·
To make students
familiar with the curriculum development process and existing school level curriculum of Nepal
·
To equip
students with skill of preparing some components of curriculum.
3. Specific
Objectives and Contents
|
Specific Objectives |
Contents |
|
·
Explain
different meanings of curriculum. |
Unit 1: Introduction to Curriculum (5) 1.1.
Curriculum as
subject 1.2.
Curriculum as
courses of study and syllabus 1.3.
Curriculum as
experiences 1.4.
Curriculum as
objectives 1.5.
Curriculum as
plan of learning. |
|
·
Identify bases
for curricular decisions. ·
Relate
different philosophical bases with curriculum. ·
Justify the
need of studying society and culture for curriculum development. ·
Exemplify socio-cultural
factors to be addressed by curriculum. ·
Identify various
nature of knowledge. ·
Elucidate how
nature of knowledge influences the curricular decisions. ·
Clarify why
need, interest and maturation of child should be addressed by curriculum ·
Explore ways
of addressing the need of children
with special needs . |
Unit 2: Bases for Curricular Decision Making
(17) 2.1
Philosophical
bases 2.1.1
Philosophy and
curriculum 2.1.2
Idealism and
curriculum. 2.1.3
Naturalism and
curriculum. 2.1.4
Pragmatism and
curriculum. 2.1.5
Realism and curriculum 2.2
Society and culture 2.2.1
Society,
culture and curriculum 2.2.2
Socio-cultural
factors influencing curricular decisions 2.3 Nature of knowledge ·
Knowledge as
contents and process. ·
Levels of
contents ·
Explosion and
obsolescence of knowledge. 2.4 Nature of learner ·
Need, interest
and maturation level ·
Learning needs
of children with special needs. |
|
·
Explain aims, goals and objectives of curriculum. ·
Construct
goals and objectives for various subjects. ·
Describe the criteria of selection and organization of content and learning experiences. ·
Justify the need of assessment / evaluation of student
learning |
Unit
III: Curricular Components (17) 2.3
Aims, goals and objectives ·
Concepts and
relationship ·
Types of objectives:
general and specific ·
classification
of objectives: cognitive, affective and psychomotor 2.4
Content:
selection and organization 2.5
Teaching-learning
experiences ·
Criteria of selecting
and organizing Learning Experiences ·
Teacher
initiated and learner initiated experiences 2.6
Evaluation /assessment
of student learning |
|
·
Identify the
steps of curriculum development. ·
Describe the
process of school curriculum development in Nepal. |
Unit 4: Process of Curriculum Development (5)
4.1
Concept of
Curriculum Development. 4.2
Steps of
Curriculum Development. 4.3
School level
Curriculum Development Process in
Nepal. |
|
·
Assess the structure,goals , learning outcomes,
teaching methods and evaluation process stated in the
existing school curriculum of Nepal. |
Unit 5: Existing School Level Curriculum of Nepal (5) 5.1.
Level wise goals: Pre-Primary, Basic and
Secondary 5.2.
Structure of curriculum of each level 5.3.
Components of
subject-wise curriculum: ·
Introduction ·
Level wise
competencies ·
Grade wise
learning outcomes ·
Skills/ scope
and sequence and elaboration of contents ·
Facilitation
Process for learning ·
Assessment of student
achievement 5.4.
Review of
school curriculum of Nepal |
Note: The figures
in the parentheses indicate approximate teaching hours for respective units.
4. Instructional
methods
Two modes of instruction, general and specific, can be
applied. General mode consists of techniques applicable to most of the contents
whereas, specific ones are applicable to specific contents.
4.1. General
Methods
This method requires
following activities:
a)
Introductory
presentation on each topic of the unit by teacher.
Lecture, discussion, question-answer,
argumentative sessions.
b)
Presentations
by students.
4.2 Specific Methods
a)
Unit
II: Society and culture
·
The
students will be involved in discussion, brainstorming on the nature of
Nepalese society and culture and explore the aspects to be addressed by
curriculum. Presentation of the outcomes in the classroom followed by feedback.
·
Prepare an outline of some components of curriculum in subject of your interest.
b)
Unit
IV: Process of Curriculum Development
·
The
students will consult concerned agency such as CDC and find out the process of school level curriculum development.
·
Presentation
and discussion on pros and cons of curriculum development process in the
classroom.
Unit V: Existing school level curriculum of Nepal
·
Group
assignment on identifying structure of school curriculum.
·
The
students will visit the school and observe the transaction of curriculum in classroom.
5. Evaluation
5.1 Internal
Evaluation 40%
Internal evaluation will be
conducted by subject teacher based on following activities:
1) Attendance 5
2)
Class participation 5
3)
First
assignment (Group work based on unit I, II, III & IV) 10
4)
Second
assignment (Pair work based on Unit V) 10
5)
Third
assignment (Written test: objectives and subjective) 10
Total
40
5.2 Final/Semester Evaluation 60%
Examination Division,
office of the Dean, Faculty of Education will conduct final examination at the end of semester.
Objective type question (Multiple choice 10 x
1ponts) 10
Short answer questions (6
questions x 5 points)
30
Long answer questions (2 questions
x 10 points) 20
Total
60
6. Recommended
Books and references
Recommended
Books
Government of Nepal (2063 BS). Primary Education
Curriculum Grade 1-3 (Nepali Version) , Sanothimi, Bhaktapur. Curriculum
Development Center (UNIT V)
Government of
Nepal (2065 BS). Primary Education Curriculum Grade 3-4 (Nepali Version) ,
Sanothimi, Bhaktapur. Curriculum Development Center (Unit V)
Government of Nepal. (2069 BS). Basic Education
curriculum Grade 6-8. Sano thimi
Bhaktapur. Curriculum development Center. (Unit V)
Government of Nepal (2063 BS). National Curriculumk
framework (Nepali Version) ,
Sanothimi, Bhaktapur. Curriculum Development Center (UNIT IV)
Government of Nepal (2064 BS). Local Curriculum
Development Manual (Nepali Version), Sanothimi, Bhaktapur.
Curriculum Development Center (UNIT IV)
Ornstein, Allan and Hunkins,
Francis P., (2004) Curriculum: Foundations, principles and Issues. Boston, USA, Allyn and Bacon (UNIT II).
Saylor . J. Galen and Alexander.William
M. (1974) Planning curriculum for schools. New York, USA . Holt, Rinehart
and Winston, Inc.(UNIT I)
Taba, Hilda (1962) Curriculum
Development, Theory and Practice New York Harcourt, Brace & Inc.(UNIT
II , III and IV)
Tyler. Ralph W.( 1974) Basic Principles of curriculum and
Instruction. Chicago , USA. The University of Chicago. (UNIT III)
Wheeler, D.K. (1979) Curriculum
Process. London, Great Britain Hodder and Stougton(NIT II and IV)
References
Print, Murray. ( 1988) . Curriculum Development and Design. NSW Australia. Allen and Unwin.
Ross S. James (2008) Groundwork
of Educational Theory New Delhi India , Surjeet Publication.
Sowell, Evelyn J. (1996). Curriculum:
An Integrative introduction. New Jersy, Prentice Hall Inc.
Tanner, D. & Tanner, L.N. (1980)
Curriculum development, theory
into practice, 2nd edition, New York: Macmillan Publishing Co.,
Inc.
Zais, Robert S. (1976). Curriculum:
Principles and Foundations. New York. USA Harper and Row, Publishers.
No comments:
Post a Comment