This document discusses managing the curriculum for student learning. It begins by defining the curriculum and examining approaches to constructing a national curriculum, including considering cultural factors. It then discusses framing the curriculum for teaching and learning, including outlining basic dimensions or stages. It also covers curriculum control and the role of stakeholders, as well as how institutional culture and values shape the hidden curriculum. The document concludes by exploring how pedagogy is changing with a focus on student-centered learning.
This document discusses managing the curriculum for student learning. It begins by defining the curriculum and examining approaches to constructing a national curriculum, including considering cultural factors. It then discusses framing the curriculum for teaching and learning, including outlining basic dimensions or stages. It also covers curriculum control and the role of stakeholders, as well as how institutional culture and values shape the hidden curriculum. The document concludes by exploring how pedagogy is changing with a focus on student-centered learning.
This document discusses managing the curriculum for student learning. It begins by defining the curriculum and examining approaches to constructing a national curriculum, including considering cultural factors. It then discusses framing the curriculum for teaching and learning, including outlining basic dimensions or stages. It also covers curriculum control and the role of stakeholders, as well as how institutional culture and values shape the hidden curriculum. The document concludes by exploring how pedagogy is changing with a focus on student-centered learning.
This document discusses managing the curriculum for student learning. It begins by defining the curriculum and examining approaches to constructing a national curriculum, including considering cultural factors. It then discusses framing the curriculum for teaching and learning, including outlining basic dimensions or stages. It also covers curriculum control and the role of stakeholders, as well as how institutional culture and values shape the hidden curriculum. The document concludes by exploring how pedagogy is changing with a focus on student-centered learning.
EDUC 605 Advanced Theories and Practices in Educational Management
RICHARD M. BAEZ Presenter
Dr. RUPERTO C. ESPINUEVA
Professor Topics Introduction Defining the curriculum Constructing a national curriculum international curriculum models Framing the curriculum for learning and teaching curriculum models Curriculum control the role of stakeholders Institutional values, culture and ethos institutional culture and the hidden curriculum The changing pedagogy Introduction Ideas Practices Theoretical Practical
Curriculum Planning and Design
Curriculum Curriculum (framework) Curriculum Management teaching and Delivery learning
Who is given Curriculum What is the
access to Development best education education? possible? Defining the curriculum
Kelly, A.V. (1999) The Curriculum: Theory and Practice (4th edn). London: Paul Chapman. Defining the curriculum Ross, A. (2000) Curriculum Construction and Critique. London: Falmer Press. Constructing a national curriculum Cultural analysis in assisting in curriculum planning 1. What kind of society already exists? 2. In what ways is it developing? 3. How do its members appear to want it to develop? 4. What kinds of values and principles will be involved in deciding on this development, as well as the educational means of achieving it? Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and Empowerment. London: Hodder & Stoughton. Constructing a national curriculum
National Economic and Development Authority. About AmBisyon Natin 2040
Constructing a national curriculum
Batangas State University. Vision, mission, core values, and secondary education program goal. Constructing a national curriculum
Lawton, D. (1996) Beyond the National Curriculum: Teacher Professionalism and
Empowerment. London: Hodder & Stoughton. International curriculum models National educational aims (educational aims, purposes, goals and principles) Indivdual Excellence Social development development
Personal qualities Equal opportunity National economy
Preparation for Foundation for
Basic skills work further education
Knowledge/skills/ Citizenship/comm Cultural
understanding unity/democracy heritage/literacy
Health/physical/le Creativity Environment isure
Parental Life-long education participation International curriculum models International curriculum models The core elements of primary curricula: 1. One or more national languages (no longer classical) 2. Mathematics (universal) 3. Science (introduced later than mathematics) 4. Social science (history/geography/civics) 5. Aesthetic education (art and music) in over 90%. International curriculum models
Le Mtais, J. (1998) Values and aims in curriculum and assessment frameworks: a
16-nation review. In B. Moon and P. Murphy (eds.) Curriculum in Context. London: Paul Chapman/Open University Press. Framing the curriculum for learning and teaching Basic dimensions or stages of the curriculum:
1. The rhetorical curriculum (what is stated in
policies and statements of aims)
2. The planned curriculum (found in schemes of
work, syllabuses)
3. The delivered curriculum (how it is taught in
classrooms or through other media)
4. The received curriculum (what is ultimately in the
minds and some would say hearts of the students).
Burton, N., Middlewood, D. with Blatchford, R. (2001) Models of curriculum organisation. In
D. Middlewood and N. Burton (eds.) Managing the Curriculum. London: Paul Chapman. Curriculum control Global Stakeholder group Students National Academics Philosophers Local Teachers Employers Institutional Governors Parents Inspectors Departmental Politicians Religious Individual authorities Curric Local authorities ulum
Lawton, D. (1983) Curriculum Studies and Educational Planning. London: Hodder & Stoughton. Institutional values, culture and ethos Institutional values, culture and ethos The changing pedagogy
