SELECTION AND ORGANIZATION OF CURRICULUM CONTENT

2009

The title of this chapter (Curriculum Design Research) intentionally combines two fields: ‘curriculum design’ and ‘design research’. It symbolizes the aim of this text to discuss the function and forms of design research from a curricular perspective. In particular, it focuses on how design research can increase the quality of curriculum design and development. Also, it illustrates how the relevance of educational research a widely debated issue can benefit from a connection to curriculum policies and practices. Given this aim it helps to have a number of basic concepts and analytical perspectives available that can structure curricular deliberations and reduce the complexity of curriculum tasks. Thus my initial focus in this chapter (building on van den Akker, 2003) is on summarizing a set of concepts and perspectives that help to increase the transparency and balance of curriculum analysis, development and discourse. Then, the focus will shift towards (curriculum) design research ...

This module attempts to look into the nuances of Curriculum, Syllabus and Course Designing and its importance in today's modern world. In a nutshell, the sequence of the life experiences through which an academic institution attempts to promote a pupil's growth is known as a curriculum and here we have tried to look into the fact that any curriculum should focus on learner's needs, interests, abilities and deficiencies in order to make the process of Teaching-Learning effective. Curriculum is an organised course of study undertaken by a student in or under the aegis of a school, college, university or any other institution of learning and more commonly, the set of studies organised for a particular group of students by a school, college etc. It is the set of desired learning outcomes or the structured set of learning experiences aimed at achieving such outcomes. It is a very tricky process as it involves philosophical, social and administrative factors of a programme and as result one should be aware of various perspectives and its impact upon the learners (that to a successful and a positive one) after the completion of the programme. Any curriculum should be holistic in its significance and purpose in order to inculcate in the learner the knowledge, attitudes, values, and techniques that have cultural relevance. Course and curriculum design is continuously evolving and changing. There are escalating social and economic pressures on higher education to generate a wider range of knowledge, skills and attitudes for coping with the demands of our 'super complex age'. The current velocity of technological and social change is impelling teachers to think in terms of educating students not for today's problems but for those of tomorrow.

A. The Definition of Curriculum 1. Curriculum, or course, design is largely a "how-to-do-it" activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description and materials production. (Macalister, 2010) 2. Curriculum is a social artefact. It is configured according to elements of a cultural heritage that are deened worthy of transmitting or communicating to a new generation of learners. (Hamilton, 1999) 3. Curriculum is a construct or concept, a verbalization of an extremely complex idea or set of ideas. (Olivia, 2012) 4. Curriculum indicated a plan to educate students, which means the curriculum is a part of the curriculum and the assessment scope contains curriculum components.

● Principles of Curriculum Construction; Situational Analysis in Curriculum Construction ● Selection of Objectives in Curriculum Construction ● Selection of Content in Curriculum Construction ● Organization of Content and Learning activities in Curriculum Construction

In order to discuss the questions extensively there is need to define what a curriculum is, so what is a curriculum? The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher's curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course. Based on the definition above what then is Curriculum Implementation? Mezieobi (1993), conceptualized the term implementation simply as a process of putting an agreed plan, decision, proposal, idea or policy into effect. Hence curriculum implementation includes the provision of organized assistance to staff (teachers) in order to ensure that the newly developed curriculum and the most powerful instructional strategies are actually delivered at the classroom level. Esu, Enukoha &Umoren (2004) also conceived curriculum as all learning experiences a child has under the guidance of a teacher. According to Offorma (2005), curriculum is a programme which is made up of three components: programme of studies, programme of activities and programme of guidance. Curriculum as viewed by Alebiosu (2005) also as an instrument that dictates the affairs of every educational system. It is the vehicle through which knowledge and other learning activities are disseminated. Curriculum implementation process involves helping the learner acquire knowledge or

CURRICULUM MATERIAL DEVELOPMET, 2025

"Curriculum development is a systematic process of designing, implementing, and evaluating educational programs to meet the needs of students, teachers, and society. Effective curriculum development involves a collaborative effort among educators, administrators, and stakeholders to create a coherent and relevant curriculum that aligns with learning objectives, standards, and outcomes. This process requires careful consideration of pedagogical approaches, assessment strategies, and technological integration to promote student learning and achievement. By developing a well-designed curriculum, educational institutions can improve student outcomes, enhance teacher effectiveness, and prepare students for success in an ever-changing world."

2017

The curriculum comprises all the opportunities for learning offered by the school: the formal and informal; the extended curriculum; learning and teaching styles; relationships; the general quality of life established in the learning community as a whole. Before students even enter a classroom, the instructor needs to design curriculum to complete the foundational work of education: curriculum development. This is often done in collaboration with numerous other educational professionals, including other teachers, administrators, and researchers. The curriculum is the skeleton that holds up the lessons in the classroom; it is the map by which students navigate their educational travels. The teaching curriculum outlines the materials, the benchmarks, overall classroom management and the assessments used each and every day in the classroom, and as such, needs to be developed in a highly-structured way using educational philosophy.

2022

The world of education cannot be separated from the curriculum. The curriculum is one of the most important components of education. The curriculum can cover a broad scope and a narrow scope. The curriculum must be in accordance with the needs and demands that exist in society. The curriculum must also be able to adjust the components in it. In its implementation in an educational institution, the curriculum needs to be developed, in developing a curriculum it certainly cannot be done without references or guidelines. One of the curriculum developed must pay attention to curriculum organization. Organizing the curriculum is one aspect that needs to be considered so that curriculum development can meet all the needs and demands of students, educators, and also the community. This study uses the Library Research method by examining several data sources from books related to the organization and design of curriculum development. The conclusion of this study is that the organization acts as a method used to determine the selection and integration of various learning experiences organized by educational institutions in the curriculum development process. An organization is very necessary for the management process, namely the planning organization, the organization in the context of implementing the curriculum, and the organization in the context of curriculum evaluation.