National Curriculum Design
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Published on: Mar 3, 2016
Transcripts - National Curriculum Design
Dr. Cynthia Crump
From Theory To Practice
Tyler’s model – focus questions
What educational purposes should the
[school curriculum] seek to attain?
What educational experiences can be
How can these educational experiences be
How can we determine whether these
purposes are attained?
Proposed organization of the curriculum, guided by
instructions – influenced by the hope to solve a
problem; meet a need; attend to an issue;
Depends on the purpose of the organization
Translating the needs into a course …
The planned curriculum design
will attempt to provide the
learning experiences necessary
to achieve the goals and
objectives, and honor the
philosophy of the Department
The main aim is to ensure a high
degree of alignment between the
planned, taught, and experienced
curriculum, ultimately improving
motivation, interests and
Alignment: Analysing The learners’
Design • - subjects; disciplinesAcademic
• - performance tasks; processesTechnical
• – problem solvingIntellectual
• – real world situations; projectsSocial
• learner-centered; needs and interestsIndividual
QUESTIONS For Consideration
Content & Methods
Each subject area has:
a stated rationale to show its importance in the national curriculum and the
competencies students will achieve after exposure to the courses of study
(National Curriculum Policy Framework).
standards, goals and learning outcomes to guide the development of specific
objectives and the content.
Other resource materials in addition to text books and curriculums from other
islands and countries.
Tyler, Taba, The backward design approach posited by Wiggins and McTigue
(2006) could guide the development of units in identifying
planning learning experiences/strategies
Topics, concept mapping, writing appropriate specific objectives to match
standards and learning outcomes
Content & Methods
INTRODUCTORY SECTION END SECTION
the purpose or rationale,
a glossary of important terms,
sample lesson plans,
important links, and
A curriculum evaluation form
The units could will comprise the following
Unit title and theme
Duration of unit
Attainment targets / Learning outcomes /General
Suggested activities – teacher and students
Experiential philosophy would result in a “plan for
deciding upon subject-matter, upon methods of
instruction and discipline, and upon material,
equipment and social organization…” (Dewey, 1997, p.
Experiential Learning Model
perform, do it
locking at the
to connect the
what was learned
to a similar or
Source: Jamison (2006).
Experiential learning is one
that forms the foundation
the national curriculum.
Assessment could will include:
traditional and performance-based assessment:
science process skills,
problem solving skills,
service learning skills, and
The Way Forward
Draft National curriculum framework
Curriculum Review /development guided by goals, vision, mission,
principles, learning targets, learning outcomes
Curriculum core group
Varied Stakeholders prepare draft
Review / develop / adjusting
Core group edits
Stakeholder group further review
Share with principals
Invite ALL grade level teachers to have input for further adjustments
Wide scale Professional Development Training (PDT)
Pilot implementation (HOW)
Implementation [include continuous school-based PDT]
Putting into practice the officially prescribed courses
of study, syllabuses and subjects
Helping the learner acquire knowledge or experience
Continuous Professional Development
What factors influence?
How do we deal with the factors ?
involves delivering, monitoring, and evaluating, and
adjusting the curriculum while stakeholders find out
what is going on in the classrooms.
delivery of the materials,
staff or professional development, and
Support and management strategies.
[who what when]
Monitoring, mentoring, and coaching (on-site) will
heighten the effectiveness of the planning and course
delivery and advise adjustments/changes to the
The evaluation form
observation schedules / appraisal forms
Day in a School (Dias) Monitoring and Support
Any other suggestions ?
describing and judging an educational program or
Comparing a student’s performance with behaviourally
Defining, obtaining and using relevant information for
INTERNAL and EXTERNAL
Evaluation and Review
Review is closely linked to the implementation and
will support further adjustments and improvements.
The formative and summative evaluation should
ensure quality data to find out to what extent we are
accomplishing the intended outcomes, and if we can
make it better.
Data for review will be a result of test scores, research,
(survey, case study, experiment) results, focus group
exchange and textbook evaluations
Format for curriculum
Textbooks and Technology
integral support materials for the curriculums.
Stakeholder complaints related to
match with standards, and
Daniels (2006) encouraged curriculum planners to
view complaints as possible tools for improvement.
More appropriate texts to complement the
curriculums and more adequately meet the needs
including the reading level of the students are
important at this time (Hubizs, 2003).
the curriculum team will continue to work closely with
agents of publishing companies
curriculum development process
Gredler, M. (2004). Learning and instruction: Theory into practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Daniels, S. (2006). Oklahoma School district goes over the top. Quality Progress, 39(5), 51-59.
Dewey, J. (1997). Experience and education. (1st ed.). New York: Touchstone. (Original work published in 1938).
El Sawi, G. (1996). Curriculum development guide. Population Education for Non-Formal Education Programs of
Out-of-School Rural Youth. Retrieved February 02, 2010, from
Hubisz, J. (2003). Middle School texts don’t make the grade. Retrieved February 28, 2010, from
Jamison, K. (2002). Experiential learning model. Adapted from National 4-H curriculum Handbook, 1992.
Retrieved on February 20, 2010 from http://njaes.rutgers.edu/learnbydoing/ExperLrngInservice2002.ppt
Meyer, M. H., & Bushney, M. J. (2009). Towards a multi-stakeholder-driven model for excellence in higher
education curriculum development. SAJHE 22(6), 1229-1240.
National Curriculum Policy Framework (2009). Curriculum Development Unit. Ministry of Education, Antigua &
Wiggins, G., & McTigue, J. (2006). Understanding by design. (2nd ed.). New Jersey, Pearson.