Nasasi

raJul
ius

MAKEREREUNI
VERSI
TY
COLLEGEOFEDUCATI ONANDEXTERNALSTUDI ES
DEPARTMENTOFFOUNDATI ONSANDCURRICULUM STUDI
ES
B.
A/B.Sc.EDUCATION2019/
2020
YEARISEMESTERI I
COURSETI
TLE:CURRI
CULUM DESIGN, DEVELOPMENTANDIMPLEMENTATION.
COURSECODE:CUS1201

Cour
seLeader
s:Mr
.Kal
ule.J.Col
li
nsandMr
.Ky
asankuChar
les.

COURSEDESCRIPTION
Thi
scourseai
mstointr
oduceteachert
rai
neestotheunder
lyi
ngpri
nci
plesandpracti
cesofcurri
cul
um desi
gn,
dev
elopmentandi
mplementat
ionasaconceptualfr
ameworktoshapethei
rpract
icesasteachers.

COURSEOBJECTI
VES

Uponsuccessf
ulcompl
eti
onoft
hecour
se,
teachert
rai
neesshoul
dbeabl
eto:

1.Examinethev
ari
ouspat
ter
nsofcur
ri
cul
um desi
gnandt
hei
rappr
opr
iat
enessi
ndi
ver
seeducat
ion
cont
exts.

2.Cri
ti
call
yanal
yzethevar
iousmodel
sofcur
ri
cul
um desi
gnandappl
i
cat
ioni
nthecur
ri
cul
um
devel
opmentprocess

3.Desi
gnamodel cur
ri
cul
um t
odemonst
rat
ethei
runder
standi
ngoft
hest
agesent
ail
edi
nthe
cur
ri
cul
um dev
elopmentpr
ocess.

4.Appr
eci
atet
her
oleoft
eacher
sincur
ri
cul
um desi
gn,
dev
elopmentandi
mpl
ement
ati
on.

CONTENTOUTLI
NE

Pat
ter
nsofcur
ri
cul
um desi
gn/or
gani
sat
ion 8Hr
s

 Subj
ect
-cent
reddesi
gn

 Chi
l
d/act
ivi
ty/exper
iencecent
eredcur
ri
cul
um appr
oach

 TheCor
ecur
ri
cul
um

 Br
oadf
iel
dscur
ri
cul
um

o Descr
ipt
ion

o Just
if
icat
ion

o Cr
it
ici
sm.

1successi
nCUS1201
 Nasasi
raJul
ius

Model
sofcur
ri
cul
um: 10Hr
s

 Ty
ler
smodel
ofcur
ri
cul
um pl
anni
ng(
obj
ect
ives/l
i
nearmodel
)

 Wheel
erscy
cli
cmodel
ofcur
ri
cul
um pl
anni
ng

 Spi
ral
Model

 Lawt
onsModel

 Ker
rysModel

 Obany
asl
i
no-
cycl
i
cal
model
ofcur
ri
cul
um pl
anni
ng

o Descr
ipt
ion

o Mer
it
sanddemer
it
soft
hemodel

o Si
mil
ari
ti
esanddi
ff
erences

 TheSi
tuat
ional
Anal
ysi
smodel
byPr
of.Ski
l
beck

TheCur
ri
cul
um dev
elopmentpr
ocess 12Hr
s

 Descr
ipt
ion

 St
agesofcur
ri
cul
um dev
elopment

 Theprocessofcurr
icul
um dev
elopmenti
nact
ionandt
her
oleofdi
ff
erentcur
ri
cul
um dev
elopment
bodi
es/i
nsti
tut
ionse.g.NCDC

Dev
elopi
ngacur
ri
cul
um f
oraper
sist
entl
if
esi
tuat
ion(
TheSabert
oot
hcur
ri
cul
um asacasest
udy
)
8Hrs

 I
mpl
i
cat
ionsoft
hesabert
oot
hcur
ri
cul
um t
oacur
ri
cul
um desi
gner
/teacher
.

 Roadbl
ocksorchal
l
engest
ocur
ri
cul
um change.
Cur
ri
cul
um i
mpl
ement
ati
on: 7Hr
s

 Fact
orsf
ori
mpl
ement
ati
on,
humanr
esour
ce,
phy
sical
andf
inanci
al.

 Rol
eoft heteacherandotherst
akehol
der
s(e.
g.t
echni
calsuppor
ti
vest
aff
,vol
unt
aryagenci
es,
par
ents,andlocalcommuniti
esincur
ri
cul
um i
mpl
ementati
on).
 Li
mitat
ionstoimplementati
on
Met
hodoft
eachi
ng/
del
iv
ery
:

I
nter
act
ivel
ect
ures,
Indi
vi
dual
andGr
oupWor
k,Assi
gnedReadi
ngs,
andCl
asspr
esent
ati
ons.
2successi
nCUS1201
 Nasasi
raJul
ius

ModeofAssessment

Thecour
sewi
l
lbeassessedt
hroughcour
sewor
kandaf
inal
wri
tt
enexam,
eachcont
ri
but
ingt
he

f
oll
owi
ngper
cent
aget
othef
inal
mar
k:

Cour
seWor
k30%,Exami
nat
ion70% Tot
al100%.Thepassmar
kis50%.

Suggest
edReadi
ngLi
st(
Ref
erences)

Bi
shop,
G.(
1994)
.Cur
ri
cul
um Dev
elopment
:At
ext
bookf
orst
udent
s,London:
Macmi
l
lanPr
essLt
d.

Far
rant
,J.S.(
1997)
.Pr
inci
plesandPr
act
iceofEducat
ion,
Singapor
e:LongmanGr
oup

Fl
i
nder
sD.
J&Thor
ntonS.
J(2004)
:TheCur
ri
cul
um St
udi
esReader
.Rout
ledgeFal
merLondonandNewYor
k.

Cel
i
na,
B.(2005).Def
ini
ng,
devel
opi
ng,andi
mplementi
nganewdesignforthetechnol
ogycomponentofa
humanresour
cedevel
opmentunder
graduat
epr am.Jour
ogr nalEuropeanIndust
ri
alTr
aini
ng,29(
3).

Cheung,D.
,&Wong,H.-
W.(2002)
.Measuri
ngt
eacherbel
i
efsaboutal
ter
nat
ivecur
ri
cul gns.The
um desi
Cur
ri
cul
um Jour
nal
,13(2)
,225-
248.

Chueng,D.
,&Wong,H.W.(2000)
.Measuri
ngt
eacherbel
i
efsaboutal
ter
nat
ivecur
ri
cul gns.The
um desi
Cur
ri
cul
um Jour
nal
,13(2)
,225-
249.

Ful
l
an,
M.( .Thenewmeani
2001) ngofeducat
ionalchange(
Thi
rded.
).NewYor
kTeacher
sCol
l
egePr
ess

Gal
ton,
M.( 1998)
.Makingacur
ri
cul
um:somepr
inci
plesofcur
ri
culum bui
l
ding.I
nJ.Moy l
es&L.Har gr
eaves
(Eds.)
,Thepri
marycur
ri
cul
um:l
earni
ngf
rom i
nter
nati
onalper
specti
ves(pp.73-
80).LondonandNew
York:Routl
edge.

Kel
l
y,A.V.( .Thecur
2009) ri
cul
um t
heor
yandpr
act
ice(
6thed.
).London:
SagePubl
i
cat
ions.

Kl
i
ebar
d,H.M.( 1999).Constr
uct
ingt
heconceptofcurri
cul
um ont
heWi
sconsinFront
ier
:howschool
r
estr
ucturingsustai
nedapedagogicalr
evol
uti
on.I
nB.Moon&P.Murphy(Eds.
),Cur
ri
cul
um incont
ext
(
pp.9-25).London:TheOpenUniversi
ty.

Mar
sh,
C.J.( .Keyconcept
2009) sforunder
standi
ngcur
ri
cul
um (
4thed.
).NewYor
k:Rout
ledge.

McKer
nan,J.( .Cur
2008) ri
cul
um andi
magi
nat
ionpr
ocesst
heor
y,pedagogyandact
ionr
esear
ch.NewYor
k:
Routl
edge.

Kel
l
yA.
V(1989)
:TheCur
ri
cul
um Theor
yandPr
act
ice.London,
Paul
ChapmanPubl
i
shi
ngLt
d.

Kel
l
yA.
V(1999)
:TheCur
ri
cul
um Theor
yandPr
act
ice.London,
Paul
ChapmanPubl
i
shi
ngLt
d

3successi
nCUS1201
 Nasasi
raJul
ius

Ker
rJ.
F(1968)
:Changi
ngt
heCur
ri
cul
um.LondonUni
ver
sit
yofLondonPr
ess.

Pi
nar
,W.etal
.(1995)
.Under
standi
ngCur
ri
cul
um,
NewYor
k:Pet
erLangPubl
i
shi
ng.

Ty
ler
,R.W.(
1949)
.Basi
cPr
inci
pleofCur
ri
cul
um andI
nst
ruct
ion,
Chi
cago:
Uni
ver
sit
yofChi
cago

GENERALI
NTRODUCTI
ON

Formostpeopl
ewi
thoutabackgr
oundi
neducat
ion,
acur
ri
cul
um of
tenmeansasequenceofl
ect
ures,
t
eachi
ngt
imet
abl
es,
exami
nat
ionsessi
onsandgr
adi
ng.Occasi
onal
l
y,acur
ri
cul
um canal
sot
urni
ntoat
err
it
ory
bat
tl
ewi
thdi
ff
erentdepar
tment
svy
ingf
ori
ncr
easedt
eachi
nghour
sfort
hei
rpar
ti
cul
ardi
sci
pli
ne.

Fundament
alConcept
sint
hisCour
seUni
t

Curri
culum Design:Itisthedeliberateorganizati
onofcurricul
um wi thinacour seorcl assroom.I tinvol
vesall
thepreli
minaryworkt hatiscarriedouttoensur ethatthecur r
iculum i srelevant,
appr opr i
ateandwor kable.
Wheni nstr
uctorsdesignt hei
rcur r
icul
ums, theyidenti
tywhatwi llbedone, whowi l
ldoi tandwhen, aswellas
whatt heobject
iveofeachcour seis.Remembert hatthecurri
cul um cont ainstheknowl edgeandski ll
sthata
studentneedstomast erinordertomov et ot henextl
evel.Byt hinkingabouthowt heircurriculum i
sdesigned,
teachersensuretheyhav ecov eredallt
henecessar yrequirement s.Fr om there,theycanst artexpl
oringvari
ous
approachesandt eachingmet hodst hatcanhel pthem achievet heirgoals.

4successi
nCUS1201
 Nasasi
raJul
ius

Curri
culum devel
opmentisdefinedasplanned,apur
poseful
,progressi
ve,andsystemati
cpr
ocesst ocreat
e
posit
iveimprovementsint
heeducationalsyst
em.Iti
nvol
vesplanning,const
ruct
ionandthel
ogicalstep-
by-
stepproceduresusedtoproducewri
ttendocuments,aswelasprintandnon-pri
ntresour
cemateri
als.

Curri
culum devel
opmentcanaswel lbedefi
nedasthest ep-
by-stepprocessusedt ocr eateposit
ive
i
mpr ovementsinthecoursesof fer
edbyaschool,coll
egeoruni versi
ty.Thewor l
dchangesev er
ydayandnew
discoveri
eshavetoberopedi ntotheeducati
oncurri
cula.I
nnovat i
veteachingtechniquesandst r
ategi
es(such
asactivelear
ningorbl
endedl earni
ng)areconst
antl
ybei ngdevisedinor dert
oi mprovet hest
udentlearni
ng
experi
ence.Asar esul
t,ani
nst i
tuti
onhastohaveapl aninplacef oracknowledgingtheseshiftsandthenbe
abletoimplementthem intheschool cur
ri
cul
um.

Curri
culum impl ementation:t hisisastagei nwhichallst
akeholdersbecomepar tofthepr ocessbymaki ng
thei
rcontribut
iont ooper ati
onal i
sethecur ri
culum t
hatisdesignedanddev eloped.I tentail
sputti
nginto
practi
cetheof fi
cial
lyprescr i
bedcour sesof .study,
syll
abusesandsubj ects.Thepr ocessinv ol
veshelpi
ngthe
l
earneracqui r
eknowl edge. Thist er
mr eferstotheactofwor ki
ngoutt heplansandsuggest ionsthathavebeen
madebycur ri
culum speci ali
stsandsubj ectexper
tsinaclassroom orschool set
ting.Teacher sarethemain
curri
culum implement ers,whi leatthesamet i
mest udent
s,parents,school administratorscanbedi r
ectl
yor
i
ndirectl
yinvolvedinthei mpl ement at
ionpr ocess.

Butacur
ri
cul
um i
smor
ethanj
ustsequencesofl
ect
uresandt
imet
abl
es.Accor
dingt
oKer
n,etal
.(1998)
,a
cur
ri
cul
um i
s“apl
annededucat
ional
exper
ience”
.Hence,
themai
nint
ent
ionofcur
ri
cul
um desi
gnatanyl
evel
is
t
ofost
ert
heacademi
candhol
i
sti
cdev
elopmentofst
udent
s.Onceaspeci
fi
cgr
oupofst
udent
sisi
dent
if
iedf
or
whom t
hecur
ri
cul
um i
stobedesi
gned,
thepur
posef
ort
hecur
ri
cul
um desi
gncant
henbemadecl
earf
rom t
he
out
set
.Tocar
ryoutcur
ri
cul
um desi
gnandi
mpl
ement
ati
onsuccessf
ull
yandt
opr
eventconf
li
ctsofi
nter
est
s,i
t
i
sal
sov
ital
thatcoor
dinat
ioni
sinpl
aceandf
ull
inst
it
uti
onal
suppor
tbemadeav
ail
abl
e.I
facur
ri
cul
um i
stobe
“
apl
annededucat
ional
exper
ience”
,thencur
ri
cul
um desi
gnandi
mpl
ement
ati
onshoul
dfol
l
owasequenceof
st
epsandmodel
sthatoper
atesl
i
keanupwar
danddownwar
dspi
ral
wit
har
obustf
eedbacksy
stem f
ort
he
adj
ust
mentofeachst
ep.

Cur
ri
cul
um pl
anni
ngcanbedi
vi
dedi
ntosi
xst
eps:

1.I
dent
if
icat
ionoft
hemi
ssi
onandt
heneedsofi
tsst
akehol
der
s

Thi
sist
hecr
uci
alf
ir
stst
epasi
tisi
mpor
tantt
ounder
standt
hemi
ssi
onf
orwhi
cht
hecur
ri
cul
um i
sdesi
gned.
Forexampl
e,i
fthemi
ssi
oni
stot
rai
nteacher
stodel
i
vert
eachi
ngser
vicest
osoci
ety
.Consequent
ly,
cur
ri
cul
um dev
eloper
smustknowandunder
standt
heneedsofcur
ri
cul
um st
akehol
der
s(i
.e.st
udent
s,soci
ety
member
s,uni
ver
sit
yadmi
nist
rat
ors,
prof
essi
onal
bodi
es,
gov
ernment
,et
c.)t
hatwi
l
ldet
ermi
net
het
ypeof
gr
aduat
epr
ofi
l
etheFacul
tywant
s:t
hati
stosayt
heonewho;

1.possessesasoundsci
ent
if
icbasi
stopr
act
icet
eachi
ng;

5successi
nCUS1201
 Nasasi
raJul
ius

2.possesseshi
ght
eachi
ngcompet
ence;

3.possessescr
it
ical
anal
yti
cal
ski
l
ls;

4.i
scapabl
eofsel
f-
dir
ect
ed&l
i
fe-
longl
ear
ning;

5.possessesgoodcommuni
cat
ionski
l
ls;

6.I
scompassi
onat
eandet
hical
.

2.Needsassessmentoft
hel
ear
ner
s

Thi
sst
epi
sof
tennegl
ect
ed.Oncet
hepot
ent
ial
student
sar
eident
if
ied,
thei
rneedsmustbeassessed,
because
cur
ri
cul
um dev
eloper
smustbeawar
eoft
hel
ear
ner
sst
rengt
handweaknesses.Ther
efor
edat
aonst
udent
char
act
eri
sti
csar
eneeded(
e.g.ent
ryl
evel
ofcompet
ence,
abi
l
ityt
omeett
hepr
erequi
sit
esoft
hepr
ogr
am,
i
ndi
vi
dual
goal
sandpr
ior
it
ies,
per
sonal
backgr
oundandr
easonsf
orenr
oll
i
ng,
att
it
udesaboutdi
sci
pli
neand
assumpt
ionsaboutt
hepr
ogr
am)
.

3.Est
abl
ishmentoft
hecur
ri
cul
umsgoal
sandobj
ect
ives

Thi
sisani
mpor
tantst
epasgoal
sandobj
ect
ivesdet
ermi
net
hei
nst
ruct
ional
phi
l
osophyandt
husgui
det
he
sel
ect
ionoft
hemostef
fect
ivel
ear
ningmet
hods.Mor
eov
er,
thel
ear
ningobj
ect
iveswi
l
lal
sodet
ermi
net
he
desi
gnandsel
ect
ionofassessmenti
nst
rument
sandpr
ocedur
es.Ascl
earandwel
l
-wr
it
tenobj
ect
ivesar
e
absol
utel
ynecessar
ytodef
inet
hef
ocusoft
hecur
ri
cul
um,
member
sinchar
geofcur
ri
cul
um desi
gnmustbe
f
ormal
l
ytr
ainedi
nwr
it
ingi
nst
ruct
ional
obj
ect
ives.

4.Sel
ect
ionofeducat
ionalst
rat
egi
es

Thesel
ect
ionofeducat
ional
str
ategi
esmustbebasedont
hreemai
npr
inci
ples.Fi
rst
,theeducat
ional
met
hods
mustbef
it
ti
ngwi
tht
hel
ear
ningobj
ect
ives.Second,
theuseofmul
ti
pleeducat
ional
met
hodsi
spr
efer
abl
etoa
si
ngul
armet
hod,
ast
hecur
ri
cul
um shoul
drespondt
othechal
l
engesoft
hel
argeamountofst
udent
slear
ning
st
ylesandv
ari
ededucat
ional
obj
ect
ives.Fi
nal
l
y,t
hecur
ri
cul
um desi
gnerandi
mpl
ement
ermustv
eri
fyt
he
cur
ri
cul
umspr
act
icabi
l
ityi
nter
msofmat
eri
alandhumanr
esour
ces.

5.I
mpl
ement
ati
onoft
henewcur
ri
cul
um

Desi
gni
ngt
hecur
ri
cul
um i
sthemostexci
ti
ngandcr
eat
ivepar
tofcur
ri
cul
um dev
elopment
.Howev
er,
the
ul
ti
mat
egoal
isnott
odesi
gnt
hebestandi
deal
cur
ri
cul
um,
butt
oputi
tint
opr
act
icesuccessf
ull
y.Themany
condi
ti
onsandr
equi
rement
sforsuccessf
ulexecut
ioni
ncl
udet
hepr
omot
ionoff
acul
tymember
sowner
shi
pof

6successi
nCUS1201
 Nasasi
raJul
ius

t
hepr
ocessofcur
ri
cul
um i
mpl
ement
ati
onandt
heal
l
ocat
ionofadequat
eresour
ces.Unambi
guoussuppor
t
f
rom t
hehi
ghestacademi
caut
hor
it
ymustbesecur
edbef
orest
art
ingt
oputanewcur
ri
cul
um i
ntooper
ati
on.
Fol
l
owi
ngt
hef
ir
stphaseofi
mpl
ement
ati
onoft
henewpr
ogr
am,
afor
mal
assessmentmustbecar
ri
edouti
n
or
dert
oadj
ustt
hepr
ocessandt
oest
abl
i
shal
i
nkbet
weeni
nst
it
uti
onal
goal
s,cour
sesandcur
ri
cul
um.

5.Ev
aluat
ionandf
eedbackt
oimpr
ovet
hecur
ri
cul
um

Al
thoughev
aluat
ionoft
hecur
ri
cul
um i
sthel
astst
epi
napr
act
ical
appr
oach,
iti
snotnecessar
il
ythef
inal
act
ion.Theev
aluat
iondat
acol
l
ect
edmustser
veascr
it
eri
aforadj
ust
ingt
hecur
ri
cul
um t
othegoal
soft
he
pr
ogr
am ort
hemi
ssi
on.Themosti
mpor
tantmessageher
eist
hatacur
ri
cul
um mustbeev
aluat
ed,
cor
rect
ed
andgot
hroughr
epeat
edl
evel
sofi
nnov
ati
onbecausei
tisnotast
ati
csy
stem.Feedbackf
rom t
eacher
s,t
utor
s
andst
udent
smustcont
inuousl
ybet
akeni
ntoser
iousconsi
der
ati
onsoast
oenhancet
hel
ear
ningout
comes
f
ort
hest
udent
s.

I
nconcl
usi
on,
acur
ri
cul
um i
sanacademi
cpl
an.I
tisat
otal
bluepr
intf
oract
ionswher
e:

 t
heobj
ect
ives,
aimsandout
comeoft
hecur
ri
cul
um ar
ecl
ari
fi
ed;

 t
hepr
ocessest
oachi
evet
hesear
eident
if
ied;

 t
heway
stomeasur
ewhet
hersuccesshasbeenachi
eved;
and

 Sy
stemat
icr
evi
ewandadj
ust
mentar
eal
sopar
toft
hepl
an.

Lev
elsandcur
ri
cul
um pr
oduct
s

Af i
rst,
extr
emelyuseful,
dist
inct
ionappear st
obeaspecifi
cati
onofthelevelofcurr
icul
um andcurr
icul
um
development.Alt
houghmanyf urtherr
efinement
sarepossi
ble,t
hefoll
owingdivi
sionintof
ivesegmentshas
provedtobev eryusef
ultounderstandthedif
fer
entl
evel
stowhi chcur
ricul
um productsmayapply(vanden
Akker,2003,2006).

7successi
nCUS1201
 Nasasi
raJul
ius

Lev
el Descr
ipt
ion Exampl
e

Supr
a I
nter
nat
ional  Fr
amewor
kofRef
erences-UN

Macr
o Sy
stem,
nat
ional  Coreobj ectives, attai
nmentlevel
s
 Exami nati
onpr ogramme
Meso School
/i
nst
it
ute  School program
 Educat i
onal pr ogram
Mi
cro Cl
assr
oom,
teacher  Lessonpl an, instructional
materi
als
 Modul e,cour se
 Textbooks
Nano Pupi
l
,indi
vi
dual  Personal planf orl
ear ni
ng
 I
ndividual cour seofl earni
ng

Thehi ghercur ri
cul
um l evel
swi llaffectthelowerones, especi
all
yift heyhaveamandat oryst atust hatli
mits
ther oom toman- oeuv reforlarget argetgroups.Acl earexampl eist heinfl
uenceofexami nationpr ogramsand
cor eobjecti
vesont ext
books.Aut horstaket hesemacr oframewor kscar ef
ull
yintoaccount.Teacher s,
intur
n,
placesuchgr eatconf i
dencei nthist hattheywi l
lhardlyconsul ttheor i
ginalpol
icydocument s.The
relati
onshipsf rom macr oviamesot omi croar elooser .I
ncircumst anceswi t
hf r
eedom ineducat ional
organization,thegov ernmentt endst oexer ci
ser estraintinsti
pulatingcontent,andall
owsschool s, t
eachers
andpupi lsar elat
ivelyl
argeamountofcur ri
cularfreedom.

Iti
salsohel pf
ultor eal
izethatcurriculum products,includingthoseatmi cr olevel,
mayv arystronglyinthei
r
scopeandscal e, r
angingfrom gener ic,e.
g.publi
sher smet hods, t
ov erysite-specif
ic,suchasat eachingplan
designedbyat eacherf oruseinhi s/herownpr actice.Incaseofl arge-scalecur ri
culum innovationswi t
h
genericint
enti
ons, manydi st
ributi
onandi mplement ationpr obl
emsof t
enoccur .Thechal l
engef orprofessi
onal
curr
iculum developerswhooper ateondi ff
erentlevelsist oanticipatethese, notonl yconcerningt heproduct
characteri
sti
cs,butalso,incollaborationwiththemanypar ti
esi nvolved,regardingt hechangest r
ategy.

Cur
ri
cul
um r
epr
esent
ati
ons

8successi
nCUS1201
 Nasasi
raJul
ius

Asecond,cl
ari
fyi
ngdist
incti
onconcer
nsthedi
ff
erentf
ormsinwhi
chcurr
icul
acanber
epr
esent
ed.Al
though
fur
therr
efi
nementispossibl
e,t
hefoll
owi
ngthr
eelevel
s,spl
i
tupi
ntosi
xforms,wi
ll
nor
mall
ysuf
ficef
orclear
communicati
on.

I
NTENDED I
deal Visi
on(rat
ional
eorbasi
cphi
l
osophyunder
lyi
nga
curr
icul
um)

For
mal
/Wr
it
ten I
ntenti
onsasspeci
fi
edi
ncur
ri
cul
um document
s
and/ormater
ial
s

I
MPLEMENTED Per
cei
ved Curri
cul
um asi
nter
pret
edbyi
tsuser
s(especi
all
y
teacher
s)

Oper
ati
onal Act
ualpr
ocessofteachi
ngandl
ear
ning(
also:
cur
ri
cul
um-i
n-act
ion)

ATTAI
NED Exper
ient
ial Lear
ningexper
iencesasper
cei
vedbyl
ear
ner
s

Lear
ned Resul
ti
ngl
ear
ningout
comesofl
ear
ner
s

Thediv i
sionint
osi xrepresentati
ons,buil
tont hewor kbyJohnGoodlad(1979;seealsovandenAkker,
2003),i
s
especiall
yusefulintheanal ysi
softhepr ocessesandt heoutcomesofcurri
culum i
nnovati
ons.Themore
globalthree-
waydi vi
sionisof t
enusedi ninter
nat i
onalcomparat
ivestudi
esthatfr
equentl
yfocusonlar
ge-scal
e
assessmentofat t
ainmentl evel
swithinthecur r
icul
um, andsometimesontheendeav or
storelat
etheeff
ects
totheor i
ginali
ntenti
onsand—r egr
ettablyrar
elyasy et—totheimplementati
onprocess.

Inanycase, thi
sdist i
ncti
onoff ormsemphasi zesthedi ff
erentlayer
softhecur
ricul
um conceptand
demonstratest heof t
ensubst anti
aldi
screpanciesbetweent hevari
ousfor
ms.Althoughthi
smaynot
necessari
lybeapr oblem, anoften-
voi
ceddesi r
eistor educet hegapbetweendreams,acti
onsandr esult
s.The
bott
om layersof t
enpr ovidemor epossibi
li
ti
esf orobservationandassessment.Especi
all
yimplici
t
assumptionsandv iewsar enoteasil
ydefinedinacl ear-
cutandunambi guousmanner ,
whiletheydoaffectt
he
educati
onal pract
ice;thatiswhyt hesearesomet imesr efer
r edtoasthehi
ddencurri
culum.

Somecomponent sofacompr ehensiv

ecurri
cul
um uni
tincl
udes:content
,assessment
,int
roducti
onorcl
osur
e,
teachingstr
ategi
es,l
ear
ningacti
vit
ies,gr
oupi
ngandpacing,pr
oducts,
resources,
ext
ensi
onact i
vi
ti
esand
diff
erenti
ati
on.Thechar
acter
ist
icsofanexemplarycur
ri
culum i
ncl
ude:

 Power
ful
knowl
edgegoal
s,r
epr
esent
ati
veorgener
ati
vet
opi
csandbi
gideas

 Adv
anceor
gani
zer
sthatcl
ari
fypr
iorknowl
edgef
utur
eact
ivi
ti
esandexpect
ati
ons

 Mot
ivat
ingi
ntr
oduct
oryexper
iences

 Chal
l
engi
ngandact
ivel
ear
ningact
ivi
ti
es

 Aut
hent
icr
esour
cesandpr
oduct
s

9successi
nCUS1201
 Nasasi
raJul
ius

 Ali
gnedassessmentstrat
egi
esandgrowt
hcr
it
eri
a,f
eedback,
debr
ief
ing,
transf
erandex
tensi
on
opport
uni
ti
es,int
eract
ionandsuppor
t

 I
nter
est
-basedappl
i
cat
ionsandex
tensi
ons

 Modi
fi
cat
ionst
hatat
tendt
opower
ful
studentdi
ff
erence'
s

PATTERNSOFCURRI
CULUM ORGANI
SATI
ON/DESI
GNS
Cur
ri
cul
um desi
gn i
sthe or
gani
zat
ionalbasi
s orst
ruct
uralf
ramewor
k ofa cur
ri
cul
um (
i.
e.
or
gani
zat
ionofal
lcur
ri
cul
um component
sandel
ement
s).Ther
ear
evar
iedt
ypesofcur
ri
cul
um
desi
gnsoror
gani
zat
ionalpat
ter
nsf
oracur
ri
cul
um.A cur
ri
cul
um maybeor
gani
zedar
oundt
he
st
ruct
ureofdi
sci
pli
nes/
subj
ect
s(subj
ect
-cent
eredcur
ri
cul
um)
.Itmayal
sobest
ruct
uredaccor
ding
t
ochi
l
drensi
nter
est
sandneeds(
chi
l
d-cent
eredcur
ri
cul
um)
.
Thepar
ti
cul
arpat
ter
nthatacur
ri
cul
um adopt
sisdet
ermi
nedbyquest
ionssuchas:whatshoul
dbe
t
aught
?Why
,towhom,i
nwhatmannerandwher
e? Thef
oll
owi
ngconst
it
utesomeoft
hecommon
cur
ri
cul
um pat
ter
ns/
desi
gns:subj
ectcent
redcur
ri
cul
um,chi
l
d-cent
redcur
ri
cul
um,cor
ecur
ri
cul
um
andt
hebr
oad-
fi
eldscur
ri
cul
um.

NB:
What
evercur
ri
cul
um desi
gnacount
rymayadoptdependsonmanyf
act
orssuchas:
thecount
rys
phi
l
osophyofeducat
ion,
economi
cresour
ces,
avai
l
abl
emanpowerandsoci
o-pol
i
tical
aspi
rat
ions.

SUBJECTCENTREDCURRI
CULUM

Thesubj
ect
—cent
redcur
ri
cul
um i
sor
gani
zedi
ntov
ari
oussubj
ect
s,eachr
epr
esent
ingaspeci
ali
zedand
homogeneousbodyofknowl
edge.I
tist
hemostcommonf
orm ofcur
ri
cul
um desi
gnwi
thf
ormal
educat
ion
i
nst
it
uti
onsespeci
all
yatsecondar
yschool
lev
el.Thedi
ff
erentdi
sci
pli
nesorsubj
ect
srepr
esentt
hescopeof
knowl
edget
obecov
eredi
nthecur
ri
cul
um.I
not
herwor
ds,
thecont
entoft
hecur
ri
cul
um i
sdi
vi
dedi
ntodi
sti
nct
ar
eascal
l
edsubj
ect
swi
theachsubj
ecthav
ingi
tsownl
ogi
cal
order
.Thi
sty
peofdesi
gni
spr
emi
sedont
he
assumpt
iont
hatknowl
edgehasi
ntr
insi
cval
ueandshoul
dbedi
spensedt
oal
l
.Fur
ther
,iti
sbasedont
he
assumpt
iont
hati
tist
hemostef
fi
cientmeanst
otr
ansmi
tthecul
tur
alandmor
alv
aluesofsoci
ety
,i.
e.t
he
cumul
ati
veknowl
edgeoft
hepast
.

Just
if
icat
ionf
orasubj
ectcent
eredcur
ri
cul
um

10successi
nCUS1201
 Nasasi
raJul
ius

a)Undert
hisdesi
gn,
eachsubj
ectpr
ovi
desaspeci
ali
zedbodyofknowl
edge,
cov
eri
ngi
mpor
tantar
easof
oursoci
alher
it
age.Themast
eryoft
hesesubj
ect
stakescar
eoft
hef
ull
scopeofeducat
ion.New
educat
ional
tasksar
eaddr
essedbyaddi
ngnewsubj
ect
stot
hecur
ri
cul
um.Forexampl
e,comput
er
st
udi
es,
peaceeducat
ionandent
repr
eneur
shi
par
erel
ati
vel
ynewsubj
ect
spr
ovi
dingf
oremer
ging
needsi
neducat
ionwi
thi
nUgandanschool
s.
b)Subj
ector
gani
zat
ionf
oll
owst
hel
ogi
candt
hepat
ter
nofpar
ti
cul
ardi
sci
pli
nesi
.e.t
hecont
entand
l
ear
ningexper
iencesar
eor
gani
zedaccor
dingt
othel
ogi
cfol
l
owedi
npar
ti
cul
arsubj
ectar
eas.
c) Ther
eisahi
erar
chyorpr
ior
it
yamongt
hesubj
ect
saccor
dingt
othei
rpot
ent
ial
val
ueorwor
thi
n
par
ti
cul
arsoci
eti
es.Not
ethatnotal
lsubj
ect
sar
eoft
hesamequal
i
tyandwor
thi
naneducat
ional
ent
erpr
iseev
enal
thought
heymaybeoft
hesamev
aluet
oindi
vi
dual
s.
d)Subj
ect
sconst
it
uteal
ogi
cal
andef
fi
cientmet
hodofor
gani
zi
ngknowl
edgeandl
ear
ningi
t.St
udent
s
l
ear
nthem,
stor
etheknowl
edgeandusei
tinf
utur
ewhenev
ernecessar
ythusy
oupr
ovi
deeducat
ion.
Par
ti
cul
arsubj
ect
spr
ovi
dedi
sci
pli
nedknowl
edgeandt
rai
ningi
nspeci
ali
zedsy
stemsoft
hought
l
eadi
ngt
odev
elopmentofi
ntel
l
ect
ual
power
s.
e) Acur
ri
cul
um or
gani
zedanddesi
gnedbasedonsubj
ect
sisbackedbyal
ongt
radi
ti
onandmany
academi
cadmi
nist
rat
ivef
eat
uressuchasaccount
ingofpr
ogr
amsandpat
ter
nsofpr
omot
ionf
rom
oneacademi
clev
elt
oanot
hercol
l
egeoruni
ver
sit
yent
ryet
c.
f
) Teacher
sar
etr
ainedi
nsubj
ectcur
ri
cul
um andhenceunder
standi
tbet
ter
.Ther
efor
e,t
hisor
gani
zat
ion
i
smor
eeasi
l
ypl
annedandt
aught
.Addi
ti
onal
l
y,t
het
echni
quesofev
aluat
ionandachi
evementar
e
basedonsubj
ectar
eas.
g)Ther
eisuni
for
mit
yint
hecur
ri
cul
um of
fer
edi
nal
lschool
s,maki
ngi
tpossi
blet
odet
ermi
newhatev
ery
l
ear
neri
sof
fer
edi
nvar
ioussubj
ect
sandcl
asses.
h)Textbooksandot
hercur
ri
cul
um packagesont
heeducat
ionmar
kett
endt
obeor
gani
zedt
ofi
tthe
est
abl
i
shedsubj
ectcat
egor
ies.Theyar
egener
all
yor
gani
zedaccor
dingt
osubj
ect
s.E.
g.Longman,
Wav
aBooks,
andMKPubl
i
sher
set
c.
i
) Cur
ri
cul
um pl
anni
ng,
impl
ement
ati
onandev
aluat
ioni
seasi
erandsi
mpl
eri
nthesubj
ectcent
ered
cur
ri
cul
um desi
gn.
j
)Iti
spossi
bleanddesi
rabl
etodet
ermi
nei
nadv
ancewhatal
lchi
l
drenwi
l
llear
nint
hev
ari
oussubj
ect
s
andgr
ades(
classes)
.Fori
nst
ance,
syl
l
abusesf
oral
lschool
sinUgandaar
epr
epar
edandappr
ovedby
NCDC,
Mini
str
yofEducat
ionandSpor
tspl
usUgandaNat
ional
Exami
nat
ionsCounci
l
.
k) Tr
adi
ti
onseemst
ogi
vet
hisdesi
gnsuppor
t.Peopl
ehav
ebecomef
ami
l
iarandmor
ecomf
ort
abl
ewi
th
t
hisdesi
gnandseem t
ovi
ewi
taspar
toft
hesy
stem oft
heschool
andeducat
ionasawhol
e.
l
) Thr
oughsuchacur
ri
cul
um or
gani
zat
ion,
broadnat
ional
educat
ional
goal
scanbeat
tai
ned.

11successi
nCUS1201
 Nasasi
raJul
ius

Cr
it
ici
smsofSubj
ect
-cent
redCur
ri
cul
um

a)Asubj
ectcent
eredcur
ri
cul
um pl
acesmor
eemphasi
sonsubj
ectmat
ter
/cont
entr
athert
hanont
he
l
ear
ner
.Thel
ear
neri
srobbedofi
ndi
vi
dual
dev
elopment
,independentt
hinki
ng,
creat
ivi
ty,
freedom and
act
ivel
ear
ning.Lear
ner
sar
etaughtwhatt
othi
nkr
athert
hanhowt
othi
nk.Lear
ner
scantf
ormul
ate
t
hei
rowni
deasi
.e.t
heydontt
hinkf
ort
hemsel
ves.Ther
eisat
endencyoft
eachi
ngt
hel
ear
nerwhatt
o
t
hinkot
hert
hanhowt
othi
nk.Nev
ert
hel
essi
fat
eacheri
swel
ltr
ained,
theycanusesubj
ect
or
gani
zat
iont
oef
fect
ivel
yteach.Hecanempl
oybot
hsubj
ectcent
eredandt
eacher
-cent
eredmet
hods
oft
eachi
ng.
b)Theext
remel
yat
omi
zedsubj
ectpat
ter
nli
mit
sthedev
elopmentofbr
oadi
deasandt
hei
rappl
i
cat
ioni
n
r
eal
li
fesi
tuat
ionsy
etl
i
fepr
obl
emsdonotr
espectsubj
ectboundar
ies.Consequent
ly,
thecr
it
eri
aof
l
ear
ningar
epr
imar
il
ybasedonhowmuchi
nfor
mat
ionhasbeenabsor
bedandassi
mil
ated.Toomuch
speci
ali
zat
ioni
npar
ti
cul
arsubj
ect
spr
omot
esl
ear
ner
swhoar
ever
yknowl
edgeabl
einoneort
wo
subj
ect
satt
heexpenseofot
her
s.Forexampl
eav
eryspeci
ali
zedsci
ent
istsuchasami
crobi
ologi
st/
sci
ent
istwi
thv
eryl
i
mit
edknowl
edgeofpol
i
tical
educat
ion.
c) At
omi
zat
ionofknowl
edgel
eadst
olear
ningofunr
elat
edi
nfor
mat
iont
oomuchofwhi
chi
sev
ent
ual
l
y
f
orgot
teni
.e.r
otel
ear
ningwi
thl
ackofappl
i
cat
iont
oev
ery
dayl
i
fepr
obl
ems.Thi
sty
peofknowl
edgei
s
notr
eadi
l
yappl
i
cabl
ebey
ondt
hecl
assr
oom,
render
ingeducat
ioni
rr
elev
antt
osoci
alr
eal
i
ties.
d)Theappr
oachhasal
i
mit
edscopeofobj
ect
ivesandpr
omot
espassi
vel
ear
ning.Theappr
oachl
ays
emphasi
sonl
ear
ningdet
ail
srat
hert
hanact
ivet
houghtpr
ocesses.
e) Thesepar
atesubj
ect
sindependent
lydontpr
ovi
deanadequat
ebasi
sfordev
elopi
ngascopeofwel
l
-
r
oundededucat
ion.Thi
sisbecausesubj
ector
gani
zat
iondi
scour
agest
hepur
sui
tofmul
ti
pleobj
ect
ives.
f
) Subj
ectcent
eredcur
ri
cul
um or
gani
zat
ionpr
event
sthepur
sui
tofi
ntegr
atedl
ear
ning,
promot
ing
at
omi
zat
ionofknowl
edgeandi
tsl
ear
ning.I
not
herwor
ds,
itt
endst
obr
ingaboutahi
ghdegr
eeof
f
ragment
ati
on,
andwi
tht
hecur
renti
ncr
easei
nknowl
edge,
mor
esubj
ect
sar
ecr
eat
edandaddedt
othe
school
cur
ri
cul
um asnewar
easofst
udy
.
g)Thesubj
ectcent
eredcur
ri
cul
um l
eansheav
il
yonv
erbal
act
ivi
ti
esandi
stoomuchor
ient
edt
owar
ds
exami
nat
ionswhi
cht
estmemor
izat
ionr
athert
hanunder
standi
ng.

CHI
LDCENTERED/ACTI
VITY/EXPERI
ENCE/LEARNERCENTEREDCURRI
CULUM DESI
GN

1.Thechi
l
d-cent
redcur
ri
cul
um desi
gni
sanat
temptt
ocount
ert
hecr
it
ici
smsoft
hesubj
ectcent
ered
cur
ri
cul
um,
inpar
ti
cul
art
hatr
elat
ingt
ost
eri
l
ityofl
ear
ning.Thi
sdesi
gngai
nedpopul
ari
tyi
nAmer
ican
school
sdur
ingt
hepr
ogr
essi
vi
sm mov
ement(
1920st
o1930s)
.Thepr
oponent
soft
hechi
l
d-cent
red
12successi
nCUS1201
 Nasasi
raJul
ius

cur
ri
cul
um,
suchasJohnDewey
,ar
guet
hatschool
sshoul
dpr
ovi
deanenv
ironmenti
nwhi
cht
hechi
l
ds
f
eltneedsandact
ivi
ti
esar
econsi
der
edasposi
ti
veener
giesf
oref
fect
ivel
ear
ning.Thechi
l
d-cent
red
desi
gnai
mst
omi
nimi
zet
hei
sol
ati
onofcur
ri
cul
um f
rom t
heneedsandi
nter
est
soft
hechi
l
d.I
tis
pr
emi
sedont
hear
gumentt
hatl
ear
ningi
sanact
ivepr
ocess,
ther
efor
echi
l
drenneedt
oact
ivel
y
par
ti
cipat
einl
ear
ningact
ivi
ti
est
hatar
enotonl
ymeani
ngf
ult
othem butal
soi
nter
est
ing.Deweyonce
r
ecal
l
edt
hatPl
atodef
inedasl
aveasonewhohadnoneofhi
sowni
deasbutwasal
way
sexpr
essi
ng
t
hoseofsomeoneel
se.

Adv
ocat
esoft
hechi
l
dcent
eredcur
ri
cul
um ar
guet
hatt
hecur
ri
cul
um shoul
dfi
tthechi
l
dinst
eadoft
hechi
l
d
f
it
ti
ngt
hecur
ri
cul
um.Theysuggestt
hatasubj
ectwi
l
lhav
emeani
ngt
othechi
l
donl
yifi
tist
ransl
atedi
ntot
he
chi
l
dsownexper
iencesaswel
lasmeet
ingt
hei
rgr
owi
ngneeds.Consequent
ly,
iti
sonl
ylear
ningwhi
chi
s
r
elat
edt
oact
ivepur
posesandr
oot
edi
nchi
l
drensexper
iencest
hatar
etr
ansl
atedi
ntobehav
ior
alchange.
Chi
l
drenl
ear
nbestt
hoset
hingst
hatar
eat
tachedt
osol
vi
ngact
ual
probl
emst
hathel
pthem i
nmeet
ingr
eal
needsorconnectt
hem t
osomeact
ual
thi
nki
ng.

I
tshoul
dbenot
edt
hat
,thi
sty
peofcur
ri
cul
um desi
gnhasnotbeenpopul
ari
ndev
elopi
ngpar
tsoft
he
wor
ld.Onl
yinwel
l
-dev
elopednat
ionshasbeenpr
act
icedt
osomeext
entbecauset
heyhav
eenough
manpowerandr
esour
ces.

Char
act
eri
sti
csofachi
ld-
cent
redcur
ri
cul
um

2.Thi
sdesi
gni
sact
ivi
tybased;
wit
htheact
ivi
ti
esar
isi
ngoutoft
hel
ear
ner
sint
erest
s.
3.Thet
eacher
srol
eist
hatofagui
deorf
aci
l
itat
orofl
ear
ning.Thi
simpl
i
est
hatt
het
eacherhast
oident
if
y
t
hei
ndi
vi
dual
int
erest
soft
hel
ear
ner
s.Fur
ther
,thet
eachershoul
dknowt
hechi
l
drenwel
landal
so
possessbackgr
oundknowl
edgeonchi
l
dgr
owt
handdev
elopment
.
4.I
ndi
vi
dual
lear
nerat
tent
ioni
scr
uci
ali
nthi
sdesi
gn.Al
ll
ear
ningi
sdi
rect
edt
owar
dspur
sui
tofl
ear
ner
s
act
ivi
ti
es,
maki
ngt
hecur
ri
cul
um aser
iesofgui
dedexper
iences.
5.Lear
ner
sar
ecent
ral
int
hiscur
ri
cul
um desi
gn;
thei
rneedsr
athert
hansubj
ectcont
entf
ormst
hef
ocus
oft
hecur
ri
cul
um.Thi
ssuggest
sthatt
hecur
ri
cul
um i
sver
yfl
exi
blesoast
opr
ovi
del
ear
ner
swi
th
sev
eral
opt
ionsofact
ivi
ti
est
oengagei
n.
6.Apr
obl
em—sol
vi
ngappr
oacht
olear
ningi
sadopt
ed.Whi
l
epur
sui
ngt
hei
rint
erest
s,l
ear
ner
sencount
er
speci
fi
cpr
obl
emst
heyhav
etosol
veandi
nthecour
seofsol
vi
ngt
hesepr
obl
emst
heyr
eal
i
zei
mpor
tant
l
ear
ningends.

13successi
nCUS1201
 Nasasi
raJul
ius

Adv
ant
agesofchi
ld-
cent
redcur
ri
cul
um

1.Thi
sdesi
gnemphasi
zest
hepr
obl
em—sol
vi
ngappr
oachanddi
scov
erymet
hodsofl
ear
ning.The
t
eachermer
elypr
ovi
dest
her
ightenv
ironmentf
orl
ear
ner
sact
ivi
ti
es.Chi
l
drenar
eencour
agedt
ouse
pr
obl
em sol
vi
ngmet
hodandsett
hei
rownt
asks.Asar
esul
tski
l
lsandknowl
edgear
eacqui
redast
hey
ar
eneeded.
2.Thi
sdesi
gnadopt
sani
ntegr
atedappr
oachofl
ear
ning.Subj
ectmat
terf
rom di
ff
erentf
iel
dsi
sused
accor
dingt
other
equi
rement
soft
het
asksset
.
3.Emphasi
sisonexper
ienci
ngt
hingsandr
elat
ionshi
ps,
probl
em sol
vi
nganddi
scov
eryappr
oach.Thusi
t
cat
ersf
ort
hechi
l
drensneedsandcr
eat
est
hei
nter
estt
oinv
est
igat
e,exper
iment
,expl
oreandwor
k
i
ndependent
ly.
4.Chi
l
drenar
eact
ivel
ear
ner
srat
hert
hanbei
ngpassi
ver
eci
pient
sofi
nfor
mat
ion.Consequent
lychi
l
dren
l
ear
ntot
hinkf
ort
hemsel
ves,
ther
ebybecomi
ngcr
eat
iveandt
aki
ngr
esponsi
bil
i
tyf
ort
hei
rownl
ear
ning.
5.Thi
sdesi
gnpr
ovi
desf
ori
ndi
vi
dual
dif
fer
encesamongl
ear
ner
s,gi
vent
hateachl
ear
ner
sneedsand
i
nter
est
sar
epr
ovi
dedf
or.Becausel
ear
ner
sact
ivi
ti
esar
ebasedont
hei
rint
erest
sandneeds,
lear
ner
s
ar
eint
ri
nsi
cal
l
ymot
ivat
edt
olear
n.
6.Psy
chol
ogi
cal
l
y,i
tisbasedonbehav
ior
ism (
focusesont
heobj
ect
ivel
yobser
vabl
easpect
sofl
ear
ning)
,
associ
ati
oni
sm orconnect
ioni
sm (
howi
deascombi
nei
nthemi
nd-dev
elopedbyDav
idHar
tl
eyand
adv
ancedbyJamesmi
l
l)andi
tisgest
alt
ist
ic(
whi
chpr
oposest
hatt
heoper
ati
onal
pri
nci
pleoft
hebr
ain
i
shol
i
sti
ci.
e.t
hinkoft
hepr
obl
em asawhol
e).

Di
sadv
ant
agesofchi
ldcent
redcur
ri
cul
um

1.Becausel
ear
ner
sneedsandi
nter
est
sdet
ermi
net
hest
ruct
ureoft
hecur
ri
cul
um,
thechi
l
d-cent
red
cur
ri
cul
um posesanumberofchal
l
engesf
orcur
ri
cul
um desi
gnanddev
elopment
:

 Thecur
ri
cul
um cannotbepl
annedi
nadv
ance.
 I
tisdi
ff
icul
ttobui
l
dcont
inui
tyf
rom chi
l
drenscent
resofi
nter
estgi
vent
hatt
hesear
e
spont
aneous,
shor
t-
li
vedandsot
heycannotbeusedasor
gani
zi
ngcent
resf
ordev
elopi
nguni
ts
ofst
udy
.

2.Thechi
l
d-cent
redcur
ri
cul
um r
equi
resal
otofr
esour
ces;
ther
efor
eiti
sanexpensi
veappr
oacht
o
educat
ion.Forexampl
e,i
trequi
resconsi
der
abl
espace,
time,
mat
eri
alsandmanyt
eacher
stoat
tendt
o
chi
l
dreni
ndi
vi
dual
l
ygi
vent
hatt
heneedsofchi
l
drendi
ff
er.

14successi
nCUS1201
 Nasasi
raJul
ius

a.Thechi
l
d-cent
reddesi
gni
sli
kel
ytonegl
ectsomei
mpor
tantsoci
algoal
sofeducat
ionwhi
chal
l
st
udent
sar
erequi
redt
oacqui
rewhet
hert
heyar
eint
erest
edornot
.Not
ethateducat
ioni
sal
so
concer
nedwi
thl
ear
ningaboutcul
tur
alnor
msandaboutr
ulesofi
tsv
ari
ousaspect
s;I
tcoul
dal
sol
ead
t
oconf
li
ctbet
weenpar
ent
sandt
eacher
sort
heschool
andt
hecommuni
ty.

3. Tempor
aryi
nter
est
sandneedsofchi
l
drencanal
sobecr
it
ici
zedont
hegr
oundst
hateducat
ioncan
degener
atei
ntoshal
l
owi
deas.I
tisar
guedt
hatcr
it
ical
anal
ysi
sandi
n-dept
hcov
erageofsubj
ectmat
ter
i
srest
ri
cted.
4.Acur
ri
cul
um basedsol
elyont
hechi
l
drensneedsandi
nter
est
sisabl
uepr
intf
orut
terchaos.For
exampl
eimpor
tantski
l
lsl
i
kewr
it
ing,
wor
drecogni
ti
onandnumer
acycanonl
ybemast
eredby
sy
stemat
icandcont
inuouspr
act
icewhi
chmaynotbepossi
bleundert
hisdesi
gn.
5.I
tmayl
eadt
olossofcl
assr
oom cont
rol
asst
udent
sengagei
ndi
ff
erentt
hings.Thi
sisbecauseopen
cl
assr
oom maydest
roycl
assdi
sci
pli
neandmakei
timpossi
blef
ort
het
eachert
oassesst
hei
rwor
kor
ensur
ethatsomest
udent
sar
enotwast
ingt
ime.Thusi
tput
sthet
eacheri
nadi
ff
icul
tposi
ti
onasa
gui
de.
6.I
tposesachal
l
enget
oat
eacher
sper
sonal
i
ty,
ini
ti
ati
veandi
ntel
l
ectt
obeabl
etosel
ectt
hemost
si
gni
fi
cantact
ivi
ti
esf
orst
udy
.

15successi
nCUS1201
 Nasasi
raJul
ius

CORECURRI
CULUM DESI
GN

Thecor
ecur
ri
cul
um wasdev
elopedasar
eact
ionagai
nstt
hef
ragment
ati
onandpi
ecemeal
lear
ning
accumul
atedf
rom separ
atesubj
ect
s.Thi
sdesi
gni
ntegr
atesessent
ial
knowl
edgef
rom di
ff
erentdi
sci
pli
nesso
ast
orel
atel
ear
ningt
oev
ery
dayl
i
fe.I
tisal
sor
efer
redt
oas“
Commonl
ear
ning”
,“Gener
aleducat
ion”or“
Basi
c
st
udi
es”
.

Thecor
eemphasi
zesacor
eofsoci
alv
aluesorneedst
otakecar
eofwhat
everneedorpr
obl
em i
tispl
annedt
o
t
akecar
eof
.Cor
ecur
ri
cul
um i
shel
dtobeal
egi
ti
mat
epar
toft
hegov
ernmentpol
i
cy.I
tref
erst
oagr
oupof
subj
ect
swhi
chev
eryst
udentmustt
akei
naddi
ti
ont
othei
rspeci
alt
iesatagi
venaget
hroughoutt
heschool
sy
stem.Thecor
ether
efor
econst
it
utest
hesegmentoft
hecur
ri
cul
um t
hatt
eachescommonconcept
s,ski
l
ls
andat
ti
tudesneededbyal
lst
udent
sinor
dert
ofunct
ionef
fect
ivel
ywi
thi
nthesoci
ety
.(I
tisauni
ver
sal
l
y-
r
equi
redcomponentoft
hecur
ri
cul
um,
whi
chi
sint
endedt
opr
ovi
deal
lst
udent
swi
thcommonl
ear
ningor
gener
aleducat
ion.

Cor
ecur
ri
cul
um i
sbasedont
heassumpt
iont
hatknowl
edgeandunder
standi
ngofv
ari
ousmodesof
ex
per
iencear
ecent
ral
toeducat
ionandhumandev
elopment
.Ther
efor
eal
lchi
l
drenmustr
eachsomebasi
c
compet
encei
neachoft
hesesi
gni
fi
cant
lydi
ff
erentandi
mpor
tantki
ndsofmodesofknowl
edgeand
under
standi
ng.Noonet
her
efor
emayoptoutofadi
sci
pli
neorsubj
ectmer
elyt
hroughl
ackofi
nter
estandno
choi
cei
sper
mit
tedwi
thi
nthesepar
atedi
sci
pli
nesunt
ilabasi
cmi
nimum ofunder
standi
ngi
sreachedi
nal
lof
t
hem.

Or
gani
zat
ionofacor
ecur
ri
cul
um

Por
ti
onsofcur
ri
cul
um r
equi
redf
rom al
lsubj
ect
sar
egotf
rom t
hose,
whi
char
especi
ali
zed,
orf
rom t
hose,
whi
char
eel
ect
ives,
i.
e.y
ousel
ectcont
entt
omakesur
ethatev
eryar
eaofst
udyi
sincl
udedt
ogi
veauni
fi
ed
scope.Theenr
ichmenti
sachi
evedbybr
ingi
ngt
hecont
entoft
woormor
ecour
sest
oget
herandr
eor
gani
zi
ng
t
hem.Asar
esul
t,coher
entwhol
ewher
enewr
elat
ionshi
psamongt
hesubj
ectmat
terar
edev
elopedev
en
t
hought
hedi
ff
erentsubj
ect
sar
etaughti
ndependent
ly.

Cor
ecur
ri
cul
aar
edesi
gnedf
orspeci
fi
cfunct
ions.Forexampl
e,t
her
ear
esoci
alcent
redcor
espl
annedt
osol
ve
soci
alpr
obl
emswhi
l
eneedsor
ient
edcor
esar
eforf
ulf
il
lmentofspeci
fi
cneeds.

16successi
nCUS1201
 Nasasi
raJul
ius

Ty
pesofcor
e-cur
ri
cul
um:

 Separ
atesubj
ect
scor
e

Thi
sty
peofcor
ecur
ri
cul
um consi
stsofaser
iesofi
ndi
vi
dual
l
yrequi
redcompul
sor
ysubj
ect
s.Thesubj
ect
sar
e
t
aughtsepar
atel
ywi
thoutanyef
for
ttor
elat
ethem.Cor
eint
hiscaser
efer
stoauni
for
mlyr
equi
redsetof
subj
ect
s.I
nUganda,
lowersecondar
yschool
student
sar
erequi
redt
otakecer
tai
nsubj
ect
saspar
toft
hecor
e
cur
ri
cul
um.Engl
i
shl
anguageandmat
hemat
icsar
epar
toft
hesubj
ect
sint
hiscor
ecur
ri
cul
um.

 Cor
rel
atedCor
e

Thi
sdesi
gncor
rel
atest
woormor
esubj
ect
saccor
dingt
osi
mil
arbr
oadpr
obl
ems.Thecor
rel
ati
oni
sbasedon
cer
tai
nuni
fyi
ngt
hemes,
basi
ccont
entorsi
mil
ari
tyi
nfi
eldsofknowl
edge.Forexampl
e,apar
ti
cul
art
opi
csuch
as“
growt
hoft
owns”canbehandl
edf
rom di
ff
erentper
spect
ivesi
nthedi
ff
erentsubj
ect
sinwhi
chi
tist
aught
.
I
nahi
stor
ylesson,
thef
ocuscoul
dbeont
hehi
stor
ical
backgr
oundoft
het
ownwher
east
heGeogr
aphyl
esson
mayf
ocusont
hel
ocat
ionandnat
ural
resour
cesoft
het
own.Thesamet
opi
cmayal
sobehandl
edi
n
Economi
csl
essonwher
eemphasi
swoul
dbepl
acedont
heeconomi
cact
ivi
ti
esandpot
ent
ial
wit
hinand
ar
oundt
own.

 FusedCor
e

Thi
sty
peofcor
ecur
ri
cul
um r
efer
stoat
otal
int
egr
ati
onorf
usi
onoft
woormor
esubj
ect
sint
oonear
eaof
st
udy
.Thi
sai
mst
omi
nimi
zedepar
tment
ali
zat
ionofknowl
edge.Forexampl
e,t
hesubj
ect
sofMusi
c,Ar
tsand
Cr
aft
,Rel
i
giousEducat
ionandPhy
sical
Educat
ionmaybef
usedi
ncul
tur
alst
udi
es.

Adv
ant
agesofcor
ecur
ri
cul
um

 Knowl
edgei
sseenasawhol
e,al
lski
l
lsar
eusedt
obr
ingaboutf
unct
ional
li
ter
acy
.
 Becauset
hecor
ecur
ri
cul
um emphasi
zesacor
esoci
alv
alues,
iti
ssoci
all
yrat
hert
hancogni
ti
vel
y
or
ient
ed.I
trel
atessubj
ectmat
terwi
tht
her
eal
i
tiesandchal
l
engesofl
i
ving.
 Teacherat
tempt
stor
elat
eli
fepr
obl
emsandst
udenti
nter
est
sasi
tfocusesonpr
obl
emswhi
char
ereal
,
andhav
ingmeani
ngf
ort
hem.
 Cor
epr
ogr
am i
saccompani
edwi
thanef
for
ttouset
hepr
obl
em sol
vi
ngt
echni
que.
 Act
ivi
ti
esar
epl
annedbyt
het
eacherandpupi
l
s,t
het
eacheract
ingasagr
oupl
eaderandbear
erof
exper
tknowl
edge.

17successi
nCUS1201
 Nasasi
raJul
ius

 Thest
ruct
ureoft
hecor
ecur
ri
cul
um i
sfi
xedbybr
oadsoci
alpr
obl
emsandbyt
hei
nter
estandneedsof
t
hel
ear
ner
.

Di
sadv
ant
agesofacor
ecur
ri
cul
um desi
gn

 St
udent
sar
ecompel
l
edt
otakeoncompul
sor
ycor
esubj
ect
sregar
dlessoft
hei
rneeds,
int
erest
sand
abi
l
iti
es.I
tsdi
ctat
ori
albynat
ure.
 Teacher
smaynotbecompet
entenought
ohandl
ethebr
oadknowl
edgebaser
equi
redf
ort
hecor
e
cur
ri
cul
um gi
vent
hei
rspeci
ali
zedsubj
ectt
rai
ning.
 Thi
scur
ri
cul
um desi
gnf
ail
stoof
fersi
gni
fi
cantandsy
stemat
icknowl
edgebecauseofi
tsdev
iat
ion
f
rom t
hesubj
ect
sappr
oach.I
tdoesntt
reatt
hedi
sci
pli
nesconst
it
uti
ngt
hecor
ever
ywel
l
.
 Thesy
stem ofor
gani
zi
ngal
lthel
ear
ningexper
iencesar
oundanewcent
rei
sapot
ent
ial
l
ydi
ff
icul
ttask.
I
nacont
extofal
ongt
radi
ti
onofsubj
ectcent
eredcur
ri
cul
um,
dev
elopmentofl
ear
ningmat
eri
alst
o
pr
ovi
deadequat
escopeanddi
sci
pli
nedunder
standi
ngt
othecor
ecur
ri
cul
um i
slacki
ng.
 Thecor
eappr
oachr
equi
resaf
argr
eati
nvest
menti
ninst
ruct
ional
mat
eri
alst
handoest
hesubj
ect
cur
ri
cul
um.

BROAD-
FIELDTYPEOFCURRI
CULUM (
INTEGRATEDCURRI
CULUM)

Thebr
oad-
fi
eldcur
ri
cul
um desi
gnwasdev
elopedi
nresponset
otheshor
tcomi
ngsoft
hesubj
ect
-cent
red
desi
gn,
inpar
ti
cul
arr
elat
ingt
otheov
er-
fr
agment
ati
onofknowl
edge.Thi
sdesi
gnat
tempt
stoi
ntegr
atesubj
ect
mat
terofcl
osel
yrel
ateddi
sci
pli
nesbybr
eaki
ngdownbar
ri
ersbet
weeni
ndi
vi
dual
subj
ect
stof
orm br
oadf
iel
ds
suchassoci
alst
udi
es,
phy
sical
sci
enceandnat
ural
sci
ence.I
nsomecases,
itcani
nvol
vesy
nthesi
zi
ngt
woor
mor
ebr
anchesofknowl
edgei
ntoanewf
iel
dsuchasEcol
ogywhi
chmaysy
nthesi
zeknowl
edgef
rom Bi
ology
,
Phy
sics,
Soci
alSci
enceandAgr
icul
tur
e.I
ntegr
ati
onacr
osst
hei
ndi
vi
dual
subj
ect
sisr
eal
i
zedbyusi
ngt
hemes
orconcept
sasauni
fyi
ngt
hread.I
nthi
sway
,theshar
pdi
sti
nct
ionbet
weent
hei
ndi
vi
dual
subj
ect
sisel
i
minat
ed.

Adv
ant
agesofabr
oad-
fi
eld/i
ntegr
atedcur
ri
cul
um desi
gn

 Ther
eisgr
eat
eri
ntegr
ati
onofsubj
ectmat
terandt
her
efor
eitf
aci
l
itat
esamor
efunct
ional
or
gani
zat
ionandappl
i
cat
ionofknowl
edget
hatpr
omot
est
ransf
erofl
ear
ningacr
osscont
ext
s
 I
tper
mit
sabr
oadercov
erageandal
l
owsel
i
minat
ionofexcessi
vef
act
ual
det
ail
s,char
act
eri
sti
cof
subj
ect
-cent
eredappr
oach.
 Ther
eisgr
eat
erf
lexi
bil
i
tyi
nsel
ect
ionofcont
entandmet
hodofor
gani
zat
ion.
 Ther
eisanef
for
ttodev
elopameasur
eofcoher
encei
nthecur
ri
cul
um pl
anf
orgener
aleducat
ion.
18successi
nCUS1201
 Nasasi
raJul
ius

 I
tsav
est
imeandot
herhumanr
esour
cesbyr
educi
ngt
hescopeoft
hesubj
ect
sinacur
ri
cul
um.

Di
sadv
ant
agesofabr
oad-
fi
elds/i
ntegr
atedcur
ri
cul
um desi
gn

 Thi
sdesi
gnpot
ent
ial
l
ypr
ovi
desshal
l
owknowl
edgeoft
hei
ndi
vi
dual
subj
ectar
eas,
ther
eby
const
rai
ningspeci
ali
zat
ioni
npar
ti
cul
arsubj
ect
s.
 Ther
eisal
sot
hedangerofl
osi
ngt
hei
nher
entl
ogi
coft
hei
ndi
vi
dual
subj
ect
s.Thepar
ti
cul
ar
i
nter
estormeani
ngoft
hesubj
ectmat
termaybel
ostwhengr
oupedwi
thot
her
s.
 Teacher
smayl
ackt
hebr
oadcompet
encenecessar
yforhandl
i
ngt
hebr
oadf
iel
dscur
ri
cul
um
gi
vent
hei
rtr
aini
ngasspeci
ali
stt
eacher
sofsubj
ect
s.
 Teacher
sder
ivet
hei
rpr
ofessi
onal
ident
it
yfr
om t
hei
rsubj
ect
sofspeci
ali
zat
ion.Because
t
eacher
sper
cei
vet
hemsel
vesashi
stor
ians,
biol
ogi
sts,
mat
hemat
ici
ans,
thebr
oadf
iel
ds
cur
ri
cul
um desi
gnmaydenyt
hem t
hispr
ofessi
onal
ident
it
y.

CURRI
CULARI
SSUESTHATCOMEUPASARESULTOFCRI
TICI
SMSAGAI
NSTSUBJECTCENTRED
CURRI
CULUM.

(
Flor
enceBSt
rat
emey
er(
1957)
:Dev
elopi
ngacur
ri
cul
um f
ormoder
nli
vi
ng.NewYor
k,Teacher
sCol
l
ege
Pr
ess)

1.Asot
hercur
ri
cul
um desi
gnsev
olv
edf
rom subj
ectcent
ered,
thef
oll
owi
ngquest
ionswer
eputup:
-

 Shoul
demphasi
sbeputmor
eonsubj
ect
sorupont
hel
ear
ner
s?
 Shoul
demphasi
sbepl
acedmor
eupont
eachi
ngsubj
ectmat
teroruponpr
omot
ingt
heal
l
-round
gr
owt
hofl
ear
ner
s.
 Shoul
dcur
ri
cul
um becont
rol
l
edbyt
het
eacherorbyt
heco-
oper
ati
vepar
ti
cipat
ionofal
lthel
ear
ner
s
andt
hesoci
ety
?Shoul
dsubj
ectmat
terbesel
ect
edandor
gani
zedbef
oreordur
ingt
hel
ear
ning
si
tuat
ion?
 Shal
ltheemphasi
sbepl
acedupont
eachi
ngi
sol
atedf
act
soruponacqui
sit
ionoff
unct
ional
meani
ng?
 Shoul
demphasi
sbeupont
eachi
nghabi
tsandski
l
lsoni
sol
atedl
ear
ningorasi
ntegr
atedf
act
sof
l
argerl
ear
ningexper
iences?

19successi
nCUS1201
 Nasasi
raJul
ius

 Shal
lemphasi
sbeputupont
eachi
ngmet
hodsr
elat
ingt
osubj
ectmat
teroruponi
mpr
ovi
ngt
he
pr
ocessofl
ear
ning?
 Shal
lemphasi
sbeuponuni
for
mit
yofl
ear
ningf
orev
eryoneoruponv
ari
abl
eachi
evement
s?
 Shoul
demphasi
sbeuponconf
ormi
tyoft
hepat
ter
nsofaf
ixedcur
ri
cul
um ort
owar
dsbui
l
dingi
n
eachl
ear
neracr
eat
ivei
ndi
vi
dual
i
ty?
 Shal
leducat
ionbeconsi
der
edasschool
i
ngorasacont
inuouspr
ocessofgr
owt
h?

Ear
lycur
ri
cul
um dev
eloper
swhower
eexper
iencecent
eredt
endedt
oov
eremphasi
zet
hei
rposi
ti
onand
gav
ethei
mpr
essi
ont
hatsubj
ect
swer
enoti
mpor
tant
.Iti
stheexper
ienceoft
hel
ear
ner
s,whi
chi
s
i
mpor
tant
.Thusdur
ingt
hef
ir
sthal he20thCent
foft ury
,themodeoft
houghtpr
evai
l
ingamongcur
ri
cul
um
dev
eloper
swasexper
iencecent
eredcur
ri
cul
um.

Accor
dingt
oSt
rat
eMey
er(
1957)
,acur
ri
cul
um i
sformoder
nli
vi
ngi
.e.t
heai
mist
odev
elopacur
ri
cul
um
f
ort
hepeopl
etol
i
vei
nani
ndust
ri
ali
zedsoci
ety
.Whendeal
i
ngwi
thpeopl
e,whoar
esubj
ectcent
eredt
he
f
ocust
oomuchonsubj
ectot
hert
hanonexper
ience.Asar
esul
tschool
shadl
i
ttl
einf
luenceont
hel
i
vesof
t
hey
out
hsandeducat
ional
act
ivi
ti
esbeguni
nschool
swer
eusual
l
ydev
elopedwhenst
udent
slef
tthe
school
sthusi
tisbet
tert
odev
elopacur
ri
cul
um sucht
hatpeopl
ewi
l
lfacet
hepr
obl
emsofev
erydayl
i
fe.
ie
peopl
ewhowi
l
lleadaper
sist
entl
i
fesi
tuat
ion.

Li
fei
sofaper
sist
entnat
urei
.e.mostf
act
orsi
nli
fear
eper
sist
ente.
g.sol
vi
ngonepr
obl
em ev
ent
ual
l
ylead
t
ocr
eat
ionofanot
her
.Inot
herwor
dsacur
ri
cul
um shoul
dbedev
elopedsucht
hatschool
lear
ningshoul
d
becar
ri
edov
eri
ntol
i
feoutofschool
.Thi
scanbedoneonl
yift
hepr
obl
emsst
udi
edi
nschool
aresi
mil
art
o
t
hosef
acedoutofschool
.Thusal
thought
heai
m ofcur
ri
cul
um i
stomeett
heneedsofchi
l
drenandy
out
hs
t
hrought
hei
rli
ves,
needal
sodet
ermi
net
hechoi
cesofpr
obl
emst
obebasedont
hechi
l
drensi
mmedi
ate
concer
nsr
athert
hanonadul
tcl
aimsofchi
l
drenneeds.

I
n1957,
theRussi
ansl
andedaspacecr
aftf
ort
hef
ir
stt
ime.Thi
sshat
ter
edt
hepr
ideofAmer
icaneducat
ors.
Consequent
lyi
tar
oset
hesubj
ect
-cent
eredpeopl
ecl
aimi
ngt
hatexper
ience-
cent
eredcur
ri
cul
um wasnot
good.Asar
esul
t,t
her
eact
ionagai
nstexper
ience-
cent
eredcur
ri
cul
um wasr
efl
ect
edi
nemer
genceof
subj
ectassoci
ati
onwi
thschol
arshi
poff
oundat
ionbodi
es.E.
g.Donor
sgav
emoneyt
osomanycount
ri
es
especi
all
yin1960t
ore-
organi
zeandpr
omot
esubj
ect
-cent
eredcur
ri
cul
um.

20successi
nCUS1201
 Nasasi
raJul
ius

Accor
dingt
oAl
iceMi
el,
exper
ience-
cent
eredandsubj
ect
-cent
redi
snotanei
therorpr
obl
em i
.e.i
tisnota
si
mpl
equest
ionbutamor
ecompl
i
cat
edpr
obl
em.Sheputf
orwar
dat
heor
yofaswi
ngofapendul
um.

Mov
ementofeducat
ional
thoughti
sli
keaswi
ngofapendul
um backandf
ort
hint
hesamegr
oov
e.Thust
he
v
iewt
hatwemov
efr
om oneemphasi
stoanot
herwi
thnor
etur
norasecondl
ookdoesnotseem t
odescr
ibe
ev
ent
swi
thanyaccur
acy
.Butweshoul
dnot
ethatt
hependul
um swi
ngmaybet
oocr
udeananal
ogyt
o
descr
ibeact
ual
pat
ter
nofev
ent
sint
hatsupposeoneev
entcompl
etel
yout
wei
ghst
heot
her
?
Bur
nerandDeweyputf
orwar
dthet
heor
yofaspi
ralcur
ri
cul
um.Wi
thaspi
ral
cur
ri
cul
um,
iti
mpl
i
espeopl
ewi
l
l
al
way
sreactagai
nstAt
henBwi
l
lgai
ngr
ound.Someonei
snott
rueorf
alse,
eachenr
icht
heot
hert
hus
subj
ect
sandl
ear
ner
sar
ebot
himpor
tantNewi
deas/ev
ent
sar
ebui
l
tupf
rom t
hepr
evi
ousonesand
educat
ional
thought
skeeponmov
ingi
nsor
tofapat
ter
nref
lect
ingaspi
ral
.

Acur
ri
cul
um i
sdev
elopedbyr
evi
singt
hebasi
cideasr
epeat
edl
y,bui
l
dingupont
hem unt
ilast
udenthas
gr
aspedt
hef
ull
appar
atust
hatgoeswi
tht
hem.Unl
esst
hesubj
ectmat
teri
ssof
ashi
oned,
iti
scl
utt
eri
ngt
he
cur
ri
cul
um.Whatmat
ter
smosti
stomakesur
ethatwhati
sint
roducedt
othel
ear
neri
nter
msofi
deasand
st
yles,
shoul
dmakehi
m/heri
nfut
ureaseducat
edmen.

21successi
nCUS1201
 Nasasi
raJul
ius

MODELSOFCURRI
CULUM:
AModelmeanssomet hi
ngconsideredasast andar
dofexcel
lencetobeimit
ated,i
tcanbeaplanora
gui
detobest
rict
lyfol
l
owed.Model saredesignsandorgani
zati
onalmethodsortool
sbywhich
cur
ri
cul
um pl
annersmightachi
eveanappr opriat
eharmonybetweenaimsandobjecti
ves.

Acur r
iculum modeli
sasy st
emat i
capproachwhi
chisfol
l
oweddur i
ngtheplanni
ngstageofa
curr
iculum.Theplanni
ngofallthecur
ri
culamustfol
lowsomekindofamodel whi
chisinf
luencedby
thedev el
opersvi
ewont hepurposeofeducati
onandther
oleofthesubj
ectcontent
.

Iti
simpor tanttonotethatwi t
hmor eunderstandi
ngaboutthenatureoflear
ningandt helear
ner,
especiall
ywi t
hinthecontextofthescienti
fi
cmov ementineducati
on,educatorsbegunt opercei
ve
curr
iculum inabr oaderperspect
iveandbegant odevel
oprelat
ivel
ymor ecompr ehensiv
edesignsfor
curr
iculum planni
ng.Cur r
icul
um developer
shav edevel
opedmodel sthatcanbeusedt oanalyzeand
understandbet t
erthenatureandpr ocessofcurri
cul
um.

Thef
ramewor
kunder
lyi
ngt
hecur
ri
cul
um model
scanbei
l
lust
rat
edl
i
ket
his

22successi
nCUS1201
 Nasasi
raJul
ius

I
nquest
ionf
ormt
hecomponent
sappear
sasi
nthet
abl
e

Component Cor
equest
ion

Rat
ional
e Whyar
etheyl
ear
ning?

Ai
m andobj
ect
ive(
Int
ro) Towar
dswhi
chgoal
sar
etheyl
ear
ning?

Cont
ent Whatar
etheyl
ear
ning

Lear
ningact
ivi
ti
es Howar
etheyl
ear
ning

Teacherr
ole Howisthet
eacherf
aci
l
itat
ingt
hei
r
l
ear
ning?

Mat
eri
alsandr
esour
ces Wi
thwhatar
etheyl
ear
ning?

Gr
oupi
ng Wi
thwhom ar
etheyl
ear
ning?

Locat
ion Wher
ear
etheyl
ear
ning?

Ti
me Whenar
etheyl
ear
ning

Assessment Howi
sthei
rlear
ningassessed?

Thef
oll
owi
ngar
esomeoft
hemaj
ort
ypesofcur
ri
cul
um model
s:

 Ty
ler
ian-Li
nearModel

 Wheel
ersCy
cli
cal
model

 Obany
asLi
noCy
cli
cModel

 Lawt
onsModel

 Ker
rysModel

 Ski
l
becksSi
tuat
ional
Anal
ysi
sModel
.

NB:Amodeli
sal ar
gerstr
uctur
ecompar edtoadesi
gn.Acur
ri
cul
um desi
gnisdev
elopedfr
om a
model
.E.
g.t
hesubjectcentr
edsubjectdesi
gnmayusetheobj
ecti
ves/Ty
ler
smodeltoplansucha
cur
ri
cul
um.Chil
dcenteredcurr
icul
um maydecidetouseWheel
ersmodelet
c.

TYLERI
AN-LI
NEARMODEL
23successi
nCUS1201
 Nasasi
raJul
ius

Thi
sisatradi
ti
onalcur
ri
cul um model
.Itisbasical
l
yknownasBasi cprinci
pleofcur
ricul
um and
i
nstr
ucti
onorTylerModel.Itwasdevel
opedbyRal phTylerforandeducat i
oncourseattheUniversi
ty
ofChi
cago.Thi
smodel attemptstoexplaintherat
ionaleforviewing,analy
zingandinter
pret
ingthe
cur
ri
cul
um andinstr
ucti
onal pr
ogram f
oraneducat i
onalinst
it
ution.

Tyl
erst
art
sbyrai
singf
our(
4)fundamentalquest
ionswhichhavet
obeanswer
edi
fthepr
ocessof
cur
ri
cul
um pl
anni
ngistopr
oceed.Thesebasicquest
ionsare:

a)Whateducat ionalpur poseshouldtheschoolseekt oat tain?(i

.egoalswhichmustbecl ear
).
Thegoal sarewhatwehopet hecurri
cul um t
oachi eve.I fsuchgoalsar et
obecl ear l
y
for
mul ated,
v aguelystatedaimsarenotsuf f
ici
ent.St atementofgoal sneedt oindicateboth
thekindofbehav iorthatistobedev elopedinthel earner sandt heareaofcontenti nwhichthe
behavioristobeappl ied.Suchcl
osel yformulatedst atement sofintentar
et er
medas
objecti
ves.I
ti sveryi
mpor tantt
onot et hatsuchobj ectivesar etobespecif
iedbef orethe
remainingcomponent softhedesignmodel areconsi der ed.

b)Whatl
ear
ningexperi
encescanbepr
ovi
dedt
hatar
eli
kel
ytoat
tai
nthi
spur
pose?Thi
sther
efor
e
pr
ovi
desthesecondstagei
nthemodel
.

c)Howcantheeducati
onalexper
iencesbeef
fect
ivel
yor
gani
zedt
orei
nfor
ceoneanot
herandt
o
pr
oduceacumulati
veeff
ect?

d)Howcanwedet erminethesepurposesarebei
ngat t
ained?Thi
sisastageofev al
uati
on,whi
ch
examinestheextenttowhichtheobject
ivesar
er eal
izedinpr
acti
ce,
therebyindi
cati
nginwhat
respectt
hecurri
culum i
sef f
ecti
ve,andi
nwhatr espectitr
equi
resmodif
icati
on.

Byanswer
ingt
hesequest
ionsamodel
off
ourst
ages,
whi
chi
sli
near
,wasdev
eloped.Thi
smodel
is
of
tent
ermedast
her
ati
onal
planni
ngmodel
ont
hegr
oundt
hati
tisr
ati
onal
tospeci
fyt
heendsofan
act
ivi
tybef
oreengagi
ngi
nit
.Anal
ter
nat
ivet
erm somet
i smeans-
mesusedi endspl
anni
ng.

Ty
lerputal
otmor
eemphasi
sonobj
ect
ives.Forhet
houghtt
hiswasv
erycr
uci
alsi
nceot
her
s
pr
oceedf
rom i
tandar
eregul
atedbyi
t.Ty
ler(
1949)obser
vest
hati
fwear
etost
udyaneducat
ional
pr
ogr
am sy
stemat
ical
l
yandi
ntel
l
igent
ly,
wemustf
ir
stbesur
eoft
heeducat
ional
obj
ect
ives.Because
oft
heemphasi
sonobj
ect
ives,
thi
smodel
issomet
imesr
efer
redt
oasobj
ect
ivesmodelandi
sa

24successi
nCUS1201
 Nasasi
raJul
ius

pr
otot
ypeofal
ltheot
hersubsequentmodel
sthatst
resst
heobj
ect
ives,
aswel
last
hosewhi
chdonot
emphasi
zeobj
ect
ives.

Whati
showev
er,
commonandi
mpor
tantaboutbot
htheTy
lermodel
andt
hel
atermodel
sist
hatt
hey
hav
emov
edawayf
rom t
hev
eryr
udi
ment
alandnar
rowconceptoft
heschool
cur
ri
cul
um based
pur
elyont
hecont
ent
.Theyl
ookatt
hecur
ri
cul
um mor
ebr
oadl
yinconsi
der
ingsubj
ectmat
ter
,the
l
ear
ningpr
ocessandl
ear
ningcondi
ti
ons.

TheTy
lerModelf
orCur
ri
cul
um Pl
anni
ng
STEP1 Obj
ect
ives:
Sour
cesar
e:
1. Thel
ear
ner
2. Cont
empor
aryl
i
fe
3. Subj
ectspeci
ali
sts
4. Phi
l
osophi
cal
andpsy
chol
ogi
cal
scr
een

STEP2 Sel
ect
ionofl
ear
ningexper
iences(
Cont
ent
)

STEP4 Or
gani
zat
ionofl
ear
ningexper
iences(
Mat
eri
alsandmet
hods)

STEP3 Ev
aluat
ion

Ty
lerel
abor
atedt
heobj
ect
ivesbyexpl
aini
ngt
hatt
heyor
igi
nat
efr
om t
hef
ivesour
ces.

1.Thest
udyoft
hel
ear
ner
s.Heobser
vest
hatt
hest
udyoft
hel
ear
ner
sthemsel
veswoul
dseekt
o
i
dent
if
yneedasi
nthebehav
iorpat
ter
noft
hepupi
l
,whi
cht
heschool
shoul
dseekt
opr
oduce.

 Thebehav
ior
alobj
ect
ivesshoul
dbespeci
fi
edi
nobser
vabl
ebehav
ior
swhatpupi
l
s
shoul
dbeabl
etodo,
thi
nkorf
eel
asar
esul
tofcour
seofi
nst
ruct
ion.Theobj
ect
ives
shoul
dbespeci
fi
c,measur
abl
eandcl
ear
.Asar
esul
toft
heneedt
ospeci
fyt
he
educat
ional
obj
ect
ives,
thr
eedomai
nswer
edev
eloped:
Cogni
ti
ve(
concer
nedwi
th
i
ntel
l
ect
ual
abi
l
iti
esandoper
ati
ons)
.
 Af
fect
ive(
concer
nedwi
that
ti
tudes,
val
uesandappr
eci
ati
on)
 Psy
chomot
or(
whi
chcov
erst
hear
eaofmot
orski
l
ls)
.

25successi
nCUS1201
 Nasasi
raJul
ius

2.St
udyofcont
empor
aryl
i
fei
nsoci
ety
:Asasoci
ali
nst
it
uti
on,
theschool
issupposedt
opr
epar
e
t
hey
out
hsf
orl
i
fei
nthesoci
etyt
her
efor
etheschool
cur
ri
cul
um shoul
dcl
osel
yref
lectwhat
goesoni
nthesoci
etyout
sidet
heschool
.
3.Suggest
ionsf
rom subj
ectspeci
ali
sts.Thi
sist
hesour
cecommonl
yusedi
nty
pical
school
sand
col
l
egesespeci
all
ywher
esubj
ect
sst
il
lfor
mthemai
nbasi
soft
hecur
ri
cul
um.Si
ncewest
il
l
dependv
erymuchont
hesubj
ectmat
tert
odesi
gnt
heschool
cur
ri
cul
um,
theexper
ti
seoft
he
subj
ectspeci
ali
stsbecomesv
ital
.
4.Phi
l
osophyi
.e.ourset
sofv
alueset
c.
5.Psy
chol
ogyi
.e.t
hewaychi
l
drenl
ear
n,dev
elopandgr
ow.

Oncet
hecr
uci
alst
epofst
ati
ngt
heobj
ect
ivesi
saccompl
i
shedt
hemodel
proceedst
hrought
hest
eps
ofsel
ect
ionandor
gani
zat
ionofcont
entandl
ear
ningexper
iencesr
espect
ivel
yasameansof
achi
evi
ngt
heal
readyst
atedobj
ect
ivesandf
inal
l
yev
aluat
ingwhet
herornott
heobj
ect
iveshav
ebeen
achi
eved.

Ty
lerdef
inesandout
li
nest
het
ypesofl
ear
ningexper
iencesandal
sopr
oposest
hegener
alpr
inci
ples
orcr
it
eri
aforsel
ect
ingsuchexper
iences.

Ty
lerv
iewsev
aluat
ionasapr
ocessofdet
ermi
ningt
owhatext
entt
heeducat
ional
obj
ect
ivesar
e
act
ual
l
ybei
ngr
eal
i
zedbyt
hepr
ogr
am ofcur
ri
cul
um andi
nst
ruct
ion.

Hef
urt
herl
ooksatev
aluat
ionasapr
ocessbywhi
chonemat
chesi
nit
ial
expect
ati
ons,
int
hef
orm of
behav
iorofobj
ect
ives,
wit
htheout
comes.Ty
ler
scel
ebr
atedmodel
hasbecomeausef
ulpr
otot
ype
f
orl
atermodel
s.

Cr
it
ici
sm ofTy
ler
sModel
:

1.Ty
ler
sanal
ysi
sgi
vesasi
mpl
i
sti
cli
nearmodel
whi
chr
equi
resust
ospeci
fyobj
ect
ivesandt
opl
an
cont
entandmet
hodswhi
chwi
l
lleadust
otowar
dst
heobj
ect
ivesandf
inal
l
ytoendeav
ort
o
measur
etheext
entofsuccessi
nachi
evi
ngt
heseobj
ect
ives.Themaj
orcr
it
ici
sm oft
hismodel
is

26successi
nCUS1201
 Nasasi
raJul
ius

t
hati
tist
oosi
mpl
eanddoesnotmakesuf
fi
ciental
l
owancef
ort
hei
nter
rel
atednessoft
he
separ
ateel
ement
s.
2.Br
unerar
guedt
hat“
leav
ingev
aluat
iont
il
lthel
astst
ageoft
hepr
ocesswasl
i
kedoi
ngmi
l
itar
y
i
ntel
l
igenceaf
tert
hewari
sov
er.
”Hear
guedr
ight
ly,
thatev
aluat
ionshoul
dtakepl
aceatev
ery
st
age.
3.Pr
ofessorKer
ryar
guedt
hatt
hewhol
ecur
ri
cul
um pr
ocessshoul
dnotbest
ati
cbutdy
nami
canda
cont
inuousl
yev
olv
ingsy
stem.
4.Deweypoi
ntsoutt
hatt
her
emustbeacont
inuum ofends(
obj
ect
ives)andmeansbecauseaswe
pr
oceedf
act
orsar
isewhi
chr
e-shapeourends-
in-
view(
obj
ect
ives)
;sowemustnott
hinkofends
i
nvi
ewasf
ixedt
arget
sbutassuggest
ionorsi
gnpost
s(gui
des)
.
5.Deweyar
guesf
orf
lexi
bil
i
ty,
afr
eedom t
ochangeendsi
nvi
ewast
heyi
nter
actwi
tht
hemeans.

Becauset
hemodel
doesnotof
fercl
ear
-cutdef
ini
ti
onsofcur
ri
cul
um pl
anni
ngbutr
atheropensupa
numberofconf
li
cti
ngpossi
bil
i
ties,
ithast
husgi
venr
iset
otheappear
anceofsev
eral
alt
ernat
ive
model
s.Toaddr
esst
heabov
ecr
it
ici
smswheel
ersuggest
edacy
cli
cal
model
inst
eadofal
i
near
model
.

WHEELERSMODELFORCURRI
CULUM DEVELOPMENT.

27successi
nCUS1201
 Nasasi
raJul
ius

Wheel
er(
1967)seemst
oreactt
othesi
mpl
i
cit
yoft
heTy
lermodelandespeci
all
ytoi
tsl
i
nearnat
ure.
Heconv
ert
sTy
ler
sor
igi
nal
ideasi
ntoacy
cli
cfor
m andof
fer
saf
ive-
stagemodel
oft
hecur
ri
cul
um
pr
ocess.Thi
siscy
cli
cal
rat
hert
hanal
i
nearmodel
andl
i
nksupev
aluat
ionwi
tht
hef
ormul
ati
onof
obj
ect
ivest
ocr
eat
eacont
inuouscy
cle.

Thef
ir
stst
epofWheel
ersmodel
ist
hest
atementofAi
ms,
goal
sandobj
ect
ives.Hegi
vesadet
ail
ed
accountoft
hispar
toft
hecur
ri
cul
um pr
ocess;
whati
sinv
olv
edi
nthi
spr
ocedur
eofbr
eaki
ngdown
ai
msandgoal
sint
obehav
ior
alobj
ect
ives.Thegener
alai
msoft
heschool
areanal
yzedandwr
it
tenas
t
ypesofbehav
ior
,whi
chi
l
lust
rat
ethegener
alai
msandpi
n-poi
ntt
hepr
oductofschool
i
ng.Thesear
e
f
urt
herbr
okendowni
ntogoal
swhi
char
eappl
i
cabl
eatdi
ff
erentst
agesofl
ear
ningandf
urt
heri
nto
goal
sachi
evabl
einshor
terper
iodoft
imeandl
ast
lyi
ntospeci
fi
cinst
ruct
ionalgoal
s.

Wheel
erusest
hef
ourt
erms-ul
ti
mat
e,medi
ate,
proxi
mat
eandspeci
fi
ccl
assr
oom obj
ect
ivest
o
descr
ibet
hegoal
sint
hepr
ocess.Wheel
err
equi
rest
hatwhi
l
epl
anni
ngt
hecur
ri
cul
um,
wewor
k
t
hroughasy
stem ofdi
ff
erentl
evel
sofai
msf
rom gener
alt
ospeci
fi
c.

28successi
nCUS1201
 Nasasi
raJul
ius

Li
keTy
ler
,Wheel
ert
henmov
esi
ntot
hesel
ect
ionofl
ear
ningexper
iences,
buthedi
ff
erent
iat
es
bet
weenl
ear
ningandev
aluat
ion.Thenextt
wost
agesi
nthi
spr
ocessar
etheor
gani
zat
ionand
i
ntegr
ati
onofl
ear
ningexper
ienceandev
aluat
ion.Themodel
descr
ibesapr
ocess,
whi
chi
s
cont
inuous,
anddoesnotendatt
he“
eval
uat
ion”st
age.

NB:
Exceptf
ort
hecy
cli
cnat
ureoft
hecur
ri
cul
um pr
ocess,
ther
eisnosi
gni
fi
cantconcept
ual
di
ff
erencebet
weent
hismodel
andTy
lermodel
.

Cr
it
ici
smsofWheel
ersModel
:

1.Wheel
erdoesnotbr
ingoutt
hedy
nami
cint
err
elat
edness.
2.I
tisal
sosai
dthatt
hemodel
fai
l
stobesensi
ti
vebot
htot
hedi
ff
erentki
ndsofsubj
ect
mat
terwhi
chhav
ebeenpl
annedi
ncur
ri
cul
aandt
othenecessi
tyf
oral
l
owi
ngf
lexi
ble
act
ionsont
hepar
tofaut
onomoust
eacher
sasunf
oreseenci
rcumst
ancesi
nev
itabl
yar
ise.
3.ThewayWheel
ert
reat
stheobj
ect
ivesi
sal
socr
it
ici
zedi
nawayt
hathef
ail
stogi
ve
adequat
eaccountoft
hesour
ceandor
igi
nofcur
ri
cul
um obj
ect
ivesi
nthebel
i
efs,
val
ueand
concept
ionsoft
hoseengagedi
npl
anni
ngandoft
hosei
nfl
uenci
ngt
hepl
anner
s.
4.I
tisf
urt
hercr
it
ici
zedt
hatt
hei
deaoft
ransl
ati
nggener
alai
msi
ntospeci
fi
cobj
ect
ivesr
un
i
ntoot
herphi
l
osophi
cal
dif
fi
cul
ti
es,
wher
ethi
sinv
olv
esspeci
fyi
ngsubset
sofski
l
lsori
tems
ofknowl
edge.Thi
sisf
arf
rom si
mpl
eandar
isesepi
stemol
ogi
cal
probl
ems.

OBANYASLI
NO-
CYCLI
CALMODEL

Obanyasmodel combinesideasfr
om Tyl
erslinearmodel andWheeler
scycli
cmodel t
of ormt heLino-
Cycli
calmodelofcurr
icul
um devel
opment.Dr awingfrom hi
spersonal
experi
enceincurr
iculum
devel
opmentwor k,
Obany asuggestst
hatthest agesofthecurr
icul
um dev
elopmentprocesspr oceed
i
nast rai
ghtl
ineandthenmov eintoawhir
l pool bef
oreformi
nganotherst
rai
ghtli
neasillustr
ated
bel
ow:

Obany
asLi
nocy
cli
calModelofCur
ri
cul
um Dev
elopment

Needsassessment

29successi
nCUS1201
 Nasasi
raJul
ius

Obj
ect
ives

Cont
ent

Mat
eri
als

Tr
yout

Rev
isi
on

I
mpl
ement
ati
on

Thestrai
ghtar
rowsfl
owingfrom t
hetoptot
hebottom i
nthediagram showthegeneral
dir
ect
ionof
act
ivi
tyfr
om onephaseoftheprocesst
oanother
,repr
esent
ingtheli
nearaspectoft
hemodel.

Thecir
cularar
rowsrepresentthechai
nofactivi
ti
eswi t
hineachofthephasesofthecurr
icul
um
devel
opmentprocess.Thecy cl
icnat
uresuggeststhateachofthephasesoracti
vit
iesi
nvolv
es
consi
derabl
edealofmov ingaroundwit
hinthephase.Forexampl e,dev
elopmentofmateri
alst
akes
sometimeandi nv
olvesmov i
ngbackandf ort
hwi t
hinthephase.

Thebackwardlookingarr
owssuggestthateachphasehaslessonstooff
ertotheoneprecedi
ngit
.
Forexamplefr
om thetryoutstage,
onecanbegintodeter
minet heappr
opri
atenessoft
heobject
ives,
materi
alsandcontentsel
ected.

30successi
nCUS1201
 Nasasi
raJul
ius

Themult
ipl
earrowsbegi
nni
ngatthebott
om ofthecyclemov i
ngupwardssuggestt
hatt
he
i
mplementat
ionphasei
sntt
hefi
nalphaseofthecurr
iculum pr
ocess.

SPI
RALMODEL

Thespi
ral
model
wasadv
ocat
edbyBr
unner
.Hi
smodel
inv
olv
escont
inuousr
e-i
ntr
oduct
ionor
r
epet
it
ionofmor
ein-
dept
hideasandpr
inci
ples.I
tisscopeandsequenceor
gani
zat
ionofcont
entand
l
ear
ningexper
iencedesi
gnedt
opr
eventdupl
i
cat
ion.I
tisnotdonebysi
mpl
yaddi
ngnewi
deasbut
qual
i
tat
ivel
ysel
ect
ingt
hesamef
undament
ali
dea.Ef
for
tsar
emadet
orel
atel
ear
ningex
per
ienceand
cont
entt
omat
uri
tyofchi
l
drenatv
ari
ousdev
elopmentl
evel
stocapi
tal
i
zeoncondi
ti
onsand
r
esour
cesoft
hecommuni
tyandt
opr
omot
ethedev
elopmentofdemocr
ati
cbehav
ior
.

Br
unnerst
art
sfr
om t
hel
ear
nert
hati
srel
ati
ngt
heact
ivi
ti
est
ochi
l
dspr
evi
ousexper
ience.An
ex
ampl
ewher
espi
ral
cur
ri
cul
um hasbeenusedi
sinsoci
alst
udi
es.Al
lthei
temsi
nthesubj
ectar
e
def
inedi
nter
msofact
ivi
ti
esofmant
heassumpt
ioni
smadet
hatmani
sfacedwi
thsi
mil
arpr
obl
ems
ateachper
iodoft
imeandeachpl
aceandcul
tur
e.Suchi
ssuesar
ecov
eredatdi
ff
erentt
imesi
nsoci
al
st
udi
es;
gov
ernance,
rel
i
gion,
educat
ion,
communi
cat
ion,
tool
dev
elopmentet
c.Soci
alSt
udi
es
Cur
ri
cul
um i
sor
gani
zedar
oundt
heupwar
dspi
ral
oft
hesecont
inui
ngact
ivi
ti
esofman,
wit
hthe
scopebei
ngadj
ust
edt
omat
cht
hei
ncr
easi
ngmat
uri
tyofl
ear
ner
s.

Br
unneri
ssomuchconcer
nedwi
tht
hecapaci
tyoft
hechi
l
dsmi
ndaswi
thunl
ocki
ngt
hatcapaci
tyby
t
heuseofappr
opr
iat
emat
eri
alsandt
echni
ques.

Br
unnerst
art
sfr
om t
hechi
l
d(i
.e.r
elat
ingt
hingst
othechi
l
dspr
evi
ousexper
ience)r
atherf
rom t
he
subj
ect
s.Buti
nor
dert
ounl
ockt
hatchi
l
dscapabi
l
iti
es,
Int
ell
ect
ual
techni
quesmustbemast
ered.

Br
unnerar
guedt
hatanyt
heor
yofi
nst
ruct
ionmustbeconcer
nedwi
th;

1.Thenat
ureofknowl
edget
obel
ear
ned
2.Thenat
ureoft
hel
ear
ningpr
ocess
3.Thei
ndi
vi
dual

ForBr
unnert
het
heor
yofi
nst
ruct
ionhasf
ourmaj
orf
eat
ures.

31successi
nCUS1201
 Nasasi
raJul
ius

1.Pr
edi
sposi
ti
onofl
ear
ning(
arousi
ngcur
iosi
ty)
2.Thest
ruct
ureandf
orm ofknowl
edge
3.Sequence
4.Re-
enf
orcementoff
eedback

ThusBr
unnerr
esol
vedt
hedi
chot
omyofnat
ureofsubj
ectmat
terv
ersusnat
ureofl
ear
ner
sbyhi
s
not
ionoft
ransl
ati
on—t
het
askofi
nst
ruct
ioni
stot
ransl
atet
hesubj
ectmat
ter
sbasi
cideasi
.e.i
nto
l
anguageappr
opr
iat
etot
hel
ear
ner
.

LAWTONSMODELOFCURRI
CULUM DEVELOPMENT

Pr
ofessorLawt
onpr
ovi
deduswi
thaf
ive-
stagef
lowchar
toncur
ri
cul
um pl
anni
ng.Heusest
he
f
oll
owi
ngsour
cesf
rom whi
cht
obui
l
dupacur
ri
cul
um:

1.Phi
l
osophi
cal
:ai
ms,
wor
thwhi
l
eness,
thest
ruct
ureoft
heknowl
edgeet
c
2.Soci
ologi
cal
:soci
al,
technol
ogi
cal
andi
deol
ogi
cal
changes,
needsoft
hei
ndi
vi
dual
insoci
ety
.
Fr
om t
hei
nter
act
ionbet
weent
heset
wosour
cesonemakes:
3.Asel
ect
ionf
rom t
hecul
tur
e
4.Psy
chol
ogi
cal
:theor
iesofdev
elopment
,lear
ning,
teachi
ng,
mot
ivat
ionet
c.

Thef
ir
stst
agei
nLawt
onsmodel
deal
swi
tht
heneedt
oachi
evecl
ari
tyaboutt
heai
msof
educat
ion,
andt
hequest
ionsaboutknowl
edgeandv
alues,
whi
chshoul
dbet
heconcer
nof
educat
ioni
rr
espect
iveofsoci
ety
.Int
hispr
ocess,
theai
msofeducat
ionwoul
dbedef
inedi
nthe
pr
ocessofeducat
ionandespousedbyt
hesoci
ety
.

Phi
l
osophi
cal
ideasdonotoper
atei
nthev
acuum;
andt
hisl
eadst
othesecondst
age;
thatof
i
mpr
ovi
ngsoci
ety
.Accor
dingt
oLawt
on,
thesoci
ologi
cal
quest
ionsaboutt
hecur
ri
cul
um ar
etwo-
f
old.I
.e.Theext
entt
owhi
cht
hecont
enti
slaggi
ngbehi
ndt
hei
ndi
vi
dual
sli
vi
ngi
nasoci
ety
under
goi
ngt
her
api
dchangeandt
heext
entt
owhi
cht
hedi
str
ibut
ionofknowl
edgei
sincompat
ibl
e
wi
tht
heki
ndofsoci
etywenowhav
eorwoul
dwi
sht
ohav
e.

Thesequest
ionscanbeanswer
edi
nter
msappr
opr
iat
eknowl
edgeandski
l
lsl
acki
ngorbei
ngunder
emphasi
zed.I
nhi
svi
eweducat
ioni
susedt
olev
elupsoci
ety
.

32successi
nCUS1201
 Nasasi
raJul
ius

St
age
St
age2
1
Phi
losophye.g.ai
ms Fr
om t
his Soci
ologye.
g.t
heki
nd
ofeducati
on, ofsociet
ywewant
worthwhi
leknowledge i
nter
act
ion

St
age4
age3 Asel
St ect
ionf
rom t
he Mustalsoconsider
cul
tur
e psy
chologyof
l
earni
ng,inst
ructi
on
dev
elopmente tc
St
age
5
Acur r
icul
um organi
zedforteachi
ngintermsof
stagessequence,etcbeari
nginmindpracti
cal
real
iti
ese.g.st
affli
mitat
ions,
avai
labi
l
ityof
equipmentetcandt i
metable.

Af
terst
aget
woandwhent
hequest
ionsar
eanswer
ed,
inst
aget
hree,
asoci
etyi
dent
if
iesel
ement
sin
i
tsowncul
tur
eandi
ncl
udest
hesef
orf
urt
herst
udyatdi
ff
erentl
evel
soft
heeducat
ionsy
stem;
Art
s,
cr
aft
s,ski
l
ls,
li
ter
atur
eknowl
edge,
bel
i
efset
c.Asf
arasf
orei
gncul
tur
eisconcer
ned,
onemayhav
eto
appr
eci
atewhati
suni
ver
sal
,i
nitandseei
tsr
elev
ancet
othesoci
etyandsomet
imest
hosewor
th
bor
rowi
ng.

I
nst
agef
our
,Lawt
ondeal
swi
tht
hequest
ionofpsy
chol
ogy
.Thi
sconcer
nst
heef
fect
ivenessoft
he
or
gani
zat
ionofl
ear
ningandt
eachi
ngmet
hodsi
.
e.howmanyi
nagr
oupar
eideal
fort
eachi
ngand
l
ear
ning,
howl
ongshoul
dal
essonbeChi
l
ddev
elopmentef
fectofext
endedf
ami
l
yet
c.Al
lthe
t
heor
iesofchi
l
ddev
elopment
,shoul
dbeputunderconsi
der
ati
onwhi
l
epl
anni
ngacur
ri
cul
um.

Fi
nal
l
yinst
agef
ive,
Lawt
onexami
neshowt
hecur
ri
cul
um i
sor
gani
zedi
nst
agesandi
nsequences.
Whatdoy
oui
ntr
oducet
othel
ear
ner
sfi
rstandhowmuchshoul
ditbe?I
nsummar
y,Lawt
onsmodel
ofcur
ri
cul
um pl
anni
ngi
sgr
oundedi
nrapi
dlygr
owi
ngl
i
ter
atur
eonspeci
fi
cconnect
ionsbet
ween
cur
ri
cul
um f
orm andcont
entandt
hel
argersoci
ety
.

33successi
nCUS1201
 Nasasi
raJul
ius

KERRYSMODELOFCURRI
CULUM DEVELOPMENT

Ker
rysmodel
il
lust
rat
eshowobj
ect
ivesar
eli
nkedandi
nter
rel
atedt
oknowl
edge,
(school
lear
ning
ex
per
iencesandev
aluat
ion.Ker
rysmodel
goesont
oshowhowhav
ingdeci
dedonourobj
ect
iveswe
t
henr
each,
bydel
i
ber
atesel
ect
ionandor
gani
zat
ionofconcept
sandpr
inci
plesf
rom t
hev
ari
ous
di
sci
pli
nes,
ourknowl
edgeobj
ect
ives.I
nthesamemanner
,ourobj
ect
iveswi
l
ldet
ermi
net
hel
ear
ning
ex
per
iencest
hatwi
l
ltakepl
ace.Ev
aluat
ionofknowl
edgewi
l
ltakepl
ace.Ev
aluat
ionofknowl
edgeand
school
lear
ningexper
ienceswi
l
ldet
ermi
net
owhatext
entt
heor
igi
nal
obj
ect
iveshav
ebeenachi
eved.
Thedoubl
e-headedar
rowl
i
nki
ngev
aluat
ionwi
thobj
ect
ivesi
l
lust
rat
ethatouror
igi
nal
obj
ect
ivesmay
bemodi
fi
edi
nthel
i
ghtofwhatt
heev
aluat
ionhasshown.I
twi
l
lbenot
edt
hatdoubl
eheadedar
rows
l
i
nkal
lthef
ourel
ement
soft
hecur
ri
cul
um pr
ocess,
indi
cat
ingt
hei
rint
err
elat
ionshi
panddependence
oneachot
her
.Het
her
efor
easser
tst
hatev
ery
thi
ngi
nfl
uencesev
ery
thi
ngel
seandt
hati
tispossi
ble
t
ost
artonanal
ysi
satanypoi
nt.

SOURCES

Pupi
l
s Soci
ety Di
sci
pli
nes 3

1 OBJECTI
VES EVALUATI
ON
Test
s,assessment
s,
i
nter
viewsetc
Organi
zati
onandselect
ion
ofconcept
sandpr i
nci
ples
fr
om thedisci
pli
nes 4

SCHOOLLEARNI
NGEXPERI
ENCES
KNOWLEDGE
I
ntegrat
ionsequence Schooloppor
tuniti
es,teacherpupi
l
2 rei
ter
ati
on rel
ati
onshi
p,teachi
ngmet hods,
l
essoncontentreadiness

34successi
nCUS1201
 Nasasi
raJul
ius

SKI
LBECKSSI
TUATI
ONALANALYSI
SMODEL

Ski
l
becksappr
oachi
sal
sobasedont
arget
-basedt
heor
y,di
ff
ersf
rom wheel
erssl
i
ght
ly.Ski
l
becks
f
ramewor
kconsi
stsoff
ivest
epsasf
oll
ows

1.Si
tuat
ionalanal
ysi
s:i
nvol
vi
ngf
indi
ngoutt
hecont
exti
nwhi
chcur
ri
cul
um dev
elopment
pr
ocessi
stot
akepl
aceandaboutt
hef
easi
bil
i
tyofi
tbei
ngsuccessf
ul.Basi
cinf
ormat
ion
aboutt
heeducat
ional
syst
em,
thel
ear
nerandt
het
eacherar
ecol
l
ect
ed.
2.Goalf
ormul
ati
on:
thest
atementoft
hegoal
embr
acest
eacherandpupi
lact
ionsandt
heki
nds
ofl
ear
ningout
comesant
ici
pat
ed.Thesegoal
swi
l
lder
ivef
rom t
hesi
tuat
ional
anal
ysi
sabov
e.
Thegoal
swi
l
limpl
ypr
efer
ences,
val
ues,
judgment
s,pr
ior
it
iesandemphasi
s.
3.Pr
ogr
am bui
ldi
ng

 Desi
gnoft
eachi
ngandl
ear
ningact
ivi
ti
escont
entst
ruct
ureandmet
hod,
scopeand
sequence
 Means,
mat
eri
alse.
g.r
esour
ceuni
ts,
textmat
eri
alset
c
 Desi
gnofappr
opr
iat
einst
ruct
ional
set
ti
ngse.
g.l
abor
ator
iesf
iel
dwor
k,wor
kshopset
c
 Per
sonnel
depl
oymentandr
oledef
ini
ti
one.
g.cur
ri
cul
um changeassoci
alchange
 Ti
met
abl
eandpr
ovi
sioni
ng

4.I
nter
pret
ati
onandi
mpl
ement
ati
on:I
nanongoi
ngi
nst
ruct
ional
set
ti
ngi
ntr
oduct
ionof
cur
ri
cul
um changecanmeetr
esi
stanceandcauseconf
usi
on
5.Moni
tor
ing,
feedback,
assessment
,reconst
ruct
ion

 Desi
gnofmoni
tor
ingandcommuni
cat
ionsy
stems
 Pr
epar
ati
onofassessmentschedul
es
 Pr
obl
emsofcont
inuousassessment
 Reconst
ruct
ionensur
ingcont
inui
tyoft
hepr
ocess

Ski
l
becksf
ramewor
kdi
ff
ersf
rom wheel
ersi
nthef
oll
owi
ngway
s

35successi
nCUS1201
 Nasasi
raJul
ius

 I
tident
if
iest
hel
ear
ningsi
tuat
ionatt
hepr
esentl
evel
oratt
hepoi
ntofi
nter
vent
ion,
not
mat
eri
alpr
oduct
ionandchangest
rat
egi
esast
hemaj
orpr
obl
em ar
eaofcur
ri
cul
um
dev
elopment
.
 I
tencour
agescur
ri
cul
um dev
eloper
stoi
nter
veneatanyst
ageoft
hef
ramewor
kini
ts
si
mpl
estf
orm,
sit
uat
ional
anal
ysi
sofaneducat
ional
syst
em i
sthest
ockt
aki
ngof
educat
ionsy
stem ati
tspr
esentst
atei
nor
dert
oknowt
hepr
esentst
ateofaneducat
ional
sy
stem.

Foral
ongt
imeTy
ler
scur
ri
cul
um f
ramewor
kdomi
nat
edt
hesceneofcur
ri
cul
um pl
anni
nganddesi
gn
pr
obabl
ybecausei
twasabl
etoof
ferapr
act
ical
step-
by-
stepandunambi
guousappr
oacht
opl
anni
ng
acur
ri
cul
um.Ski
l
becksmodel
,whi
chbegi
nsf
rom si
tuat
ional
anal
ysi
s,i
smor
erecentar
ri
val
att
he
sceneandi
sseenasanappr
oach,
whi
chcompl
ement
sthepr
esentsetup.

Ski
l
beckl
i
stst
hemanyf
act
orsoneneedst
oconsi
deri
nor
dert
oobt
ainat
ruepi
ctur
eofeducat
ion
sy
stem asi
texi
stsi
nanycount
rynow.Thesef
act
orsar
ebr
oadl
ygr
oupedi
ntoext
ernal
andi
nter
nal
f
act
orsasf
oll
ows:

Ext
ernalf
act
ors

 Changesi
ntr
endsi
nsoci
ety
,whi
chi
ndi
cat
etasksf
orschool
se.
g.,
indust
ri
alandeconomi
c
dev
elopment
,pol
i
tical
andi
deol
ogi
cal
changes,
soci
alandcul
tur
almov
ement
s.
 Expect
ati
onsandr
equi
rement
sofpar
ent
s,empl
oyeesandsoci
ety
 Communi
tyassumpt
ionsandv
aluesi
ncl
udi
ngpat
ter
nsofadul
tchi
l
drel
ati
onshi
ps
 Educat
ionsy
stem r
equi
rement
sandchal
l
engese.
g.pol
i
cydi
rect
ives,
local
aut
hor
it
ypr
essur
es
educat
ionr
esear
chet
c.
 Thechangi
ngnat
ureofsubj
ectmat
tert
obet
aught
.
 Pot
ent
ial
cont
ri
but
ionoft
eachersuppor
tsy
stems.
 Act
ual
andpot
ent
ial
flowofr
esour
cesi
ntoschool
s.

I
nter
nalf
act
ors

 Thepupi
l
s,t
hei
rapt
it
udes,
abi
l
iti
es,
att
it
udesv
aluesanddef
inededucat
ionneeds

36successi
nCUS1201
 Nasasi
raJul
ius

 Teacher
s,t
hei
rval
ues,
att
it
udes,
ski
l
ls,
knowl
edge,
exper
iences,
speci
alst
rengt
hsand
weaknesses
 School
ethosandst
ruct
uresEx
pect
ati
ons,
tradi
ti
ons,
aut
hor
it
yrel
ati
onshi
ps
 Mat
eri
alr
esour
cesFi
xedasset
ssuchasbui
l
dingsequi
pment,
lear
ningr
esour
ces,
var
iabl
e
asset
ssuchasal
lconsumabl
es
 Per
cei
vedpr
obl
emsandshor
tcomi
ngsi
ntheexi
sti
ngcur
ri
cul
um.

37successi
nCUS1201
 Nasasi
raJul
ius

THEPROCESSOFCURRI
CULUM DEVELOPMENT

Cur
ri
cul
um dev
elopmenti
sal
ongpr
ocesswhi
chi
nvol
vessev
eral
act
ivi
ti
essuchasi
dent
if
yingt
he
needsofapar
ti
cul
argr
oupofl
ear
ner
sforwhom t
hecur
ri
cul
um i
sint
ended,
det
ermi
ningt
hegoal
s,
ai
msandobj
ect
ivesoft
hecur
ri
cul
um,
desi
gni
ngt
hepr
ogr
amsofst
udyandcur
ri
cul
armat
eri
alsand
pi
l
oti
ngt
hem,
depl
oyi
nghumanr
esour
ces,
moni
tor
ingandev
aluat
ion.Themai
nst
agesoft
he
cur
ri
cul
um dev
elopmentpr
ocessar
eshownbel
ow:

 Si
tuat
ional
Anal
ysi
s/needsassessment
/Inf
ormat
iongat
her
ing
 For
mul
ati
onofgoal
s
 Pr
ogr
am bui
l
ding
 I
nter
pret
ati
onandi
mpl
ement
ati
on
 Moni
tor
ingandev
aluat
ion

NeedsAssessment
/Si
tuat
ionalAnal
ysi
s.

Thecur
ri
cul
um dev
elopmentpr
ocessbegi
nswi
thappr
aisal
andanal
ysi
soft
hesi
tuat
ionasi
texi
sts.
Asi
tuat
ional
anal
ysi
spr
ovi
desi
nfor
mat
ionaboutt
hesi
tuat
ionasi
texi
stsi
ntheeducat
ionsy
stem
andbr
oadercont
ext
ual
issuesi
nsoci
ety
,suchaseconomi
candsoci
alf
act
orst
hati
nfl
uence
educat
ion.Thi
sst
agei
sthei
nfor
mat
iongat
her
ingst
aget
hati
dent
if
iesandanal
ysest
heneedf
or
cur
ri
cul
um change.Thei
nfor
mat
iongat
her
eddur
ingt
heneedsassessmenti
ndi
cat
eswhet
hert
her
eis
needf
ori
mpr
ovementi
ntheexi
sti
ngcur
ri
cul
um andwhatexact
lyneedst
obechangedori
ntr
oduced
wi
thi
nthecur
ri
cul
um.I
nfor
mat
iongat
her
ingal
soassi
stst
hecur
ri
cul
um wor
ker
stodet
ermi
ne
whet
hert
henecessar
yresour
cesf
ort
hepr
oposedcur
ri
cul
um exi
st.Forexampl
e,dur
ingasi
tuat
ional
anal
ysi
scur
ri
cul
um wor
ker
smayf
indouti
fther
ear
eenought
eacher
s,cl
assr
oomsandot
her
necessar
yfaci
l
iti
esf
ort
hepr
oposedcur
ri
cul
um.

Ski
l
becksuggest
ssomeoft
hedi
ver
sef
act
orsoneneedst
oexami
nei
nor
dert
oobt
ainat
ruepi
ctur
e
ofeducat
ionsy
stem asi
texi
sts.Thesef
act
orsar
ebr
oadl
ygr
oupedi
ntoext
ernal
andi
nter
nal
fact
ors
asf
oll
ows.

Ext
ernalf
act
ors:

38successi
nCUS1201
 Nasasi
raJul
ius

 Changesi
ntr
endsi
nsoci
etywhi
chi
ndi
cat
etasksf
orschool
se.
gindust
ri
alandeconomi
c
dev
elopment
,pol
i
tical
andi
deol
ogi
cal
changes,
soci
alandcul
tur
almov
ement
s.
 Expect
ati
onsandr
equi
rement
sofpar
ent
s,empl
oyeesandsoci
ety
.
 Communi
tyassumpt
ionsandv
aluesi
ncl
udi
ngpat
ter
nsadul
t-
chi
l
drel
ati
onshi
ps
 Educat
ionsy
stem r
equi
rement
sandchal
l
engese.
gpol
i
cydi
rect
ives,
local
aut
hor
it
ypr
essur
es,
educat
ional
resear
chet
c.
 Thechangi
ngnat
ureofsubj
ectmat
tert
aught
.
 Pot
ent
ial
cont
ri
but
ionoft
eachersuppor
tsy
stems
 Act
ual
andpot
ent
ial
flowofr
esour
cesi
ntoschool
s

I
nter
nalf
act
ors:

 Thepupi
l
s:t
hei
rabi
l
iti
es,
att
it
udes,
val
uesanddef
inededucat
ionneeds.
 Teacher
s:t
hei
rval
ues,
att
it
udes,
qual
i
ficat
ions,
ski
l
ls,
knowl
edge,
exper
iences,
speci
alst
rengt
h
andweaknesses.
 School
ethosandst
ruct
ures,
expect
ati
ons,
tradi
ti
ons,
aut
hor
it
yrel
ati
onshi
ps
 Mat
eri
alr
esour
ces:
fixedasset
ssuchasbui
l
dings,
equi
pment
,lear
ningr
esour
ces,
var
iabl
e
asset
ssuchasal
lconsumabl
es
 Per
cei
vedpr
obl
emsandshor
tcomi
ngsi
ntheexi
sti
ngcur
ri
cul
um.

CURRI
CULUM DEVELOPMENT

Thedef
ini
ti
onofcur
ri
cul
um dev
elopmentr
angef
rom anyf
orm ofeducat
ional
changet
oasy
stemat
ic
appr
oacht
odev
elopi
ngcur
ri
cul
um mat
eri
als.Owendef
inescur
ri
cul
um asanyf
orm ofor
gani
zat
ion
andi
nst
ruct
ionsuchasmi
crot
eachi
ng,
team t
eachi
ng,
non-
str
eami
ngandv
ert
ical
groupi
ng.Whi
l
e
Johnsondef
inecur
ri
cul
um dev
elopmentasapr
ocesswher
ebyset
sofl
ear
ningout
comesar
eder
ived
ataneducat
ional
inst
it
uti
on.

Cur
ri
cul
um dev
elopmenti
sconsi
der
edascompr
isi
ngoft
hosedel
i
ber
atel
ypl
annedact
ivi
ti
est
hrough
whi
chcour
sesofst
udy/pat
ter
nsofeducat
ional
act
ivi
tyar
edesi
gnedandpr
esent
edaspr
oposal
sfor
t
hosei
neducat
ional
inst
it
uti
ons.Thi
simpl
i
est
hati
tisdel
i
ber
atel
ypl
annedent
erpr
isewhi
chi
nvol
ves
sy
ll
abusconst
ruct
ionandot
hercur
ri
cul
um mat
eri
alconst
ruct
ionf
ort
eachi
ngpur
pose.
39successi
nCUS1201
 Nasasi
raJul
ius

Thepur
poseofcur
ri
cul
um dev
elopmenti
stoi
mpr
oveknowl
edge,
ski
l
lsandat
ti
tudesofst
udent
s,
enhancest
udent
sabi
l
ityt
ofi
ndmeani
ngi
nli
feandconsequent
lycont
ri
but
etonat
ional
dev
elopment
.
Thi
sisdonet
hrought
hei
mpr
ovementofschool
s/educat
ional
progr
am sucht
hatt
her
eisbet
ter
t
eachi
ngandl
ear
ning.

SUMMARYOFHOW CURRI
CULUM DEVELOPMENTI
SDONEI
NUGANDA

Nat
ional
cur
ri
cul
um dev
elopmentcent
erwasest
abl
i
shedi
n1973andi
ttakesont
hepl
anni
ng,
dr
aft
ingandcar
ryi
ngoutt
hecur
ri
cul
um pr
ocess.Fi
rstt
hedr
aftmat
eri
ali
swor
kedoutandwr
it
teni
n
det
ail
sbyst
udygr
oups.Thest
udygr
oupi
spr
edomi
nant
lyoft
eacherwr
it
erssel
ect
edv
ari
ousschool
s,
subj
ecti
nspect
orsf
rom t
heeducat
ional
standar
dsagency
,subj
ectspeci
ali
stsf
rom NCDCandot
her
wr
it
ers.

Thecompl
etedwor
kindr
aftf
ormi
sthensubmi
tt
edt
otheNat
ional
Subj
ectpanel
e.g.Chemi
str
y
panel
,hi
stor
ypanel
etcwhosemember
sar
echosenf
rom uni
ver
sit
ies,
Teacher
scol
l
eges,
educat
ioni
sts,
seni
orspeci
ali
stsandf
iel
dteacher
sfr
om di
ff
erentr
egi
ons.

TheNCDCal
way
swor
ksi
ncl
osecooper
ati
onwi
tht
hei
nspect
orat
eoft
hemi
nist
ryofeducat
ionand
spor
ts.Thechai
rper
sonoft
hesubj
ectpanel
isani
nspect
orf
rom t
hemi
nist
ryandt
hesecr
etar
yisa
subj
ectspeci
ali
stf
rom NCDC.Whent
henat
ional
subj
ectpanel
giv
esappr
oval
thecur
ri
cul
um mat
eri
al
i
ssentt
odi
ff
erentmi
nist
ri
esandt
ocar
eful
l
ysel
ect
edexper
iencedt
eacher
sforcomment
s.

Af
terst
udy
ingt
hecomment
srecei
vedf
rom t
hem,
themat
eri
ali
srewr
it
tenbyt
hewr
it
inggr
oupwhi
l
e
t
aki
ngcar
eoft
hosecomment
sandt
henpassedt
otheacademi
cst
eer
ingboar
dofNCDCf
or
consi
der
ati
on,
whi
chcanbeei
therappr
oval
orr
eject
ion.Af
terr
evi
sionandpr
int
ing,
thecur
ri
cul
um i
s
i
mpl
ement
ed.

LEVELSOFCURRI
CULUM DEVELOPMENTI
NUGANDA

I
toccur
satdi
ff
erentl
evel
swi
thv
ary
ingi
ntent
ions:
40successi
nCUS1201
 Nasasi
raJul
ius

1.Nat
ionalbasedcur
ri
cul
um dev
elopment

I
toccur
sinacent
ral
l
ycont
rol
l
ededucat
ionsy
stem wher
ebyt
hemi
nist
ryi
sinchar
geof
educat
ion/
nat
ional
cur
ri
cul
um dev
elopmentcent
erdev
elopsacur
ri
cul
um anddi
ssemi
nat
esi
t
t
hroughoutt
hecount
ry.TheNCDCi
sresponsi
blef
ordev
elopi
ngt
hecur
ri
cul
um i
nthev
ari
ous
subj
ect
sfordi
ssemi
nat
iont
hroughoutt
hepr
imar
yandsecondar
yeducat
ion.Theadv
ant
ageoft
his
cur
ri
cul
um i
shav
ingacommoncur
ri
cul
um t
hatcancont
rol
themai
ntenanceofst
andar
dsandqual
i
ty
ofeducat
iont
hroughoutt
hecount
ry.I
thasv
ari
oussubj
ectspeci
ali
stsi
nchar
geofev
erysubj
ect
.

2.Schoolbasedcur
ri
cul
um dev
elopment

Thi
soccur
sthr
ought
hei
nit
iat
ionoft
het
eacher
,headmast
erori
nsomecasest
henat
ion.Aschool
deci
dest
odev
elopacur
ri
cul
um i
nanysubj
ectar
ea.I
toccur
sfort
hei
mpr
ovementoft
hecur
ri
cul
um
orf
orr
esear
chpur
pose.I
nUgandaandmostAf
ri
cancount
ri
est
hist
ypeofcur
ri
cul
um dev
elopmenti
s
notcommonbecauset
eacher
sar
enoti
ndependentt
otakecur
ri
cul
ardeci
sions

Theabov
etwot
ypesofcur
ri
cul
um dev
elopmentcoul
dbecal
l
edwhol
esal
eorpi
ecemealpr
oject
.A
whol
esal
ecur
ri
cul
um dev
elopmenti
swher
ebyt
henat
ional
gov
ernmentdeci
dest
ochangeal
lthe
cur
ri
cul
aint
heschool
sinor
dert
oachi
eveanewpol
i
cyofeducat
ion.I
tiscent
ral
l
ycont
rol
l
edandi
t
af
fect
sal
lsubj
ect
sandschool
s.Imayr
esul
tint
ocur
ri
cul
um i
nnov
ati
onwher
ebyr
adi
cal
l
ynew
pr
oposal
sar
eputf
orwar
dwi
thf
arr
eachi
ngi
mpl
i
cat
ionsandconsequencesf
oreducat
ioni
ngener
al.

Ont
heot
herhand,
piecemeal
cur
ri
cul
um dev
elopmenti
nvol
vesmodi
fi
cat
ionandr
eshapi
ngofcur
rent
cour
sesofst
udy
/sy
ll
abusi
naf
ewsubj
ect
s.I
tmusthav
ecl
earexpl
anat
ionofv
ari
ousel
ement
s
compr
isi
ngofcour
see.
g.cur
ri
cul
um desi
gni
npar
ti
cul
arsubj
ect
sli
kei
ntegr
atedEngl
i
sh,
fiel
dwor
k
et
c.

I
nbot
hcases,
ther
eisaneedf
orsy
stemat
ict
hinki
ngandpl
anni
ngdur
ingwhi
chdeci
sionsabout
cont
ent
,teachi
ngandl
ear
ningar
etakennoti
nisol
ati
onbuti
nrel
ati
ont
otheov
eral
ldesi
gnor
f
ramewor
k.Cur
ri
cul
um dev
elopmentshoul
dfi
rstst
artwi
tht
hest
udyoft
hesoci
ety
,thechi
l
drenand
anexami
nat
ionofphi
l
osophi
cal
andpsy
chol
ogi
cal
foundat
ionst
hatcanbeusedasabasi
sfort
he
cour
se.

41successi
nCUS1201
 Nasasi
raJul
ius

Thedi
ff
erentappr
oachest
ocur
ri
cul
um dev
elopmenthav
ebeendi
scussed.Wehav
eseent
hatt
he
appr
oachesv
aryaccor
dingt
othel
evel
atwhi
chcur
ri
cul
um dev
elopmentt
akespl
ace.I
nthi
ssect
ion,
wedescr
ibet
hepr
ocessofcur
ri
cul
um dev
elopmentatt
hreel
evel
swi
thi
ntheeducat
ional
syst
em:
nat
ional
lev
el(
macr
o),
school
lev
el(
meso)andcl
assr
oom l
evel
(mi
cro)
.Wedi
scusst
hest
rat
egi
es,
cor
equest
ionsandchal
l
engest
hatpl
ayar
olei
ntheset
hreecont
ext
s.
Cur
ri
cul
um dev
elopmentatmacr
olev
el

Theclaimsar eamul titude:Cur ri

cul um dev el
opmentatmacr olev elfocusesont hedev elopmentof
generi
ccur ricul arframewor ks.Itisal sobasedonamul ti
tudeofcl aims.Thesef r
amewor ks, suchas
coreobjectivesandexami nationpr ogr ams, prov ideguidelinesforeducat ionalobjecti
vesandcont ent
atnati
onal lev el.Ani mpor t antchal lengei nthedev elopmentoft hesef ramewor ksistomeetwi ththe
greatdi
versi tyofsoci et aldemandsoneducat ion.Manyst akehol dersand´ cl
aimant s´havet heirown
demandsandexpect at i
onsconcer ningeducat i
on.Thesecur r
icularrequi r
ement sar ecolour edbyt he
i
nterest
st heyhav eorr epr esent ,suchast hei nterestsofpar entsandpar ents´associati
ons, rel
i
gious
groups,tr
ade&i ndustry ,lobbygr oups, orsocial organizati
ons.Eachgr ouphasi tsownv i
sionon
educati
on, subj ectcont ent , mor ali
ssues, anddesi r
ablesoci alcompet ences.Manyoft hecl ai msfrom
societ
yarer ef lectedbyt heai msofeducat i
on, i.e.theassignment sorobj ect
ivestober ealizedor
ai
medf or.Asar esultoft hegr owi ngdi ver
sityanddy nami csinsoci ety, t
hesoci alexpectationsof
educati
onar egr eatl
yi nf l
ated, increasi ngthepr essureonschool sandt eacher s.

Thegov er
nmentisr esponsibl
ef orthequal i
tyofeducati
on.Amaj orchallengei stodeal wit
hthe
dif
fer
entexpectat
ionsi nsociety
, el
aboratetheseinwel l
-balancedcurr i
cularframewor ks,andto
monitorandstimulatethequalit
yofeducat i
onaloutputbasedont hesef r
amewor ks.Tomoni torthe
quali
tyofeducati
on, t
hegov ernmentdrawsupl awsandr egulat
ionsbydef i
ning,onmacr olevel,
examinati
onrequir
ement s,coreobjecti
v es,att
ainmenttargets,quali
ficati
onf ramewor ks,peri
odic
assessments,andf r
amewor ksforsuper visi
onandenf orcement .

Acor equesti
onf ort
hegov ernmentiswhi chcommonobj ecti
vestopursueineducati
on.I
nalmostal
l
Europeanandot herwest er
n-or
ient
edcount ri
es,therei
sabr oaddebateonwhatshoul dbeatthecor
e
ofeducati
on.Thecent ralquesti
oninthisdebatei showtoshapeeducat i
oninsuchawayt hatit
passesonr el
evantcult
ur alher
it
age,preparesstudentsforthei
rpart
ici
pati
oninsociety
,andall
ows
them todevel
opt hei
rtalentstotheful
l.

Howeducat ioncancontr
ibutetotheknowledgesocietyandstr
engthentheeconomic
competit
ivenessofacountryisanotherpopularsubj
ectfordi
scussi
on,asisthecontr
ibuti
onof
educat
iont oavari
etyofsocialneeds.Suchdebatesareusual
lynotli
mitedtotheeducati
onalsect
or,
butoft
enspr eadouttocl
aimant sandopinionleader
sinvari
oussectorsandlayer
sofsociety
.

Curri
culum poli
cybygovernment s:-Withi
nthi
sdy namiccontext
,governmentshavetomake
substanti
vechoicestoguaranteethesustai
nablequali
tyandsocial
relevanceofeducat
ion.This
deci
sionmaki ngprocessi
sal soinfl
uencedbyinter
nati
onaldevel
opment sandframeworks,suchas
42successi
nCUS1201
 Nasasi
raJul
ius

agreement sbetweencount ri
esort heBachel or
-Masterst
ruct ur
einhighereducat ion.Whenwei ghi
ng
anddef ini
ngthecor eofthecurricul
um, dif
ferentst
rategi
esar eusedtol egit
imizeandv ali
datethe
choicest obemade.Exper t
sandst akeholdersofmanyki ndsmaypl ayapar tinthis.Whenj usti
fyi
ng
thecur r
icul
archoices,thefir
stargument sputforwardaret hoseconcerningt herelevanceand
desirabi
lit
yoftheobj ecti
vesandcont entcomponent s.Obv i
ously,
all
interestedsoci etalpar
tieswant
tojoininthisdebate.Howev er,
wher epractical
it
yofthewi shesisconcer ned,school sandteachers
mustl eadthediscussion.Importantquestionsincl
ude:

 Compet
encesoft
hepupi
l
s:cant
heyf
ulf
ilt
hei
rnewexpect
edr
oles?
 compet
encesoft
het
eacher
s:hav
ingnecessar
yexper
ti
set
oimpl
ementt
hei
nnov
ati
on
 Soci
alsuppor
tfori
nnov
ati
ons:
areschool
sandt
eacher
sposi
ti
vet
owar
dst
hei
ntendedchange?
 Lear
ningt
ime:
cant
hei
nnov
ati
onbecar
ri
edoutwi
thi
ntheav
ail
abl
eti
mef
rame?
 Educat
ional
arr
angement
s:ar
erel
evantt
eachi
ngappr
oachesandl
ear
ningr
esour
cesav
ail
abl
e?
Theor
gani
zat
ionofcur
ri
cul
um pol
i
cymaki
ngal
soi
nvol
vescer
tai
nchoi
ces:

 Shoul
demphasisbeputonacommunal andunifor
m educati
onalprogr
ammeorshoul
dther
ebe
room f
orf
lexi
bil
i
ty,
div
ersi
ty,
andchoi
cesforschoolsandlear
ners?
 I
sther
ecent
ral
steer
ingordecent
ral
i
zedaut
onomyandr
esponsi
bil
i
ty?
 I
ssupervi
sionbasedonafirm contr
olsyst
em andoncentr
all
ydef
inedresul
ts,orona
decent
ral
i
zedaccountabi
l
itysystem andconf
idencei
nthecompetencesofschoolsandt
eacher
s?
Therear edif
ferentway sinwhi chgov ernment scontrolcurri
culum decisionmaking.Manycountri
es
haveahi ghlycent rali
zededucat ionsy stem.Atgov ernmentl ev
el acurri
culum isdefi
nedwithdet
ail
ed
regulati
onsf orobj ect i
vesandcont ent,schoolti
me, selecti
onofeducat ionalmateri
als,t
eachi
ng
standar ds,andt ests.Ther eisli
ttleroom forcurri
cularinputbyschool sandt eachers.I
nsome
count ri
es,thiscent ralsteeri
ngi slesspr ominent
.Ther e,object
ivesandcont entarelaiddownina
gener alplanandf urtherdetail
sar elefttotheschool s.InsomeAf r
icancountri
es,theschools
autonomyconcer ningcont entisal soconsiderable.

Inalmostal lcount r
ies,per i
odicshi ft
sandmov ement sincur r
iculum policytowar dsamor eorl ess
centralordecent rali
zedcont r
ol arevisible(Kuiper,vandenAkker ,Letschert&Hooghof f
,2009) .Both
formsofcur r
iculum policyhav et heirstrengthsaswel l
asweaknesses( Fullan,2008; Hargreav es&
Shirl
ey, 2009).Adet ail
ed, prescripti
vecur ri
culum pr esentsacl earv iewoft hedesi redresultsand
offer
smucht ohol dtoinpr actice.Intheshor tterm, suchacur ri
cularmodel oftenl eadstomor e
i
mpr ov edlearni
ngr esultst hanamor edecent rali
zedmodel .Howev er,i
tturnsoutt obeav ery
compl exmat tertosust ainablyanchort heseef fects.Theadv antageofamor ef lexiblecurriculum,
wherebyschool scanf il
lint hei
rowndet ail
s,isthedi rectinvolvementandco- owner shi
pof
schoolsandt eacher s.Thisi shighlymot i
vati
ngandwi llsti
mulat eprofessional dev elopment ;asa
resul
t,itwilll
eadt oamor esust ainableform ofeducat ionalimpr ovement .Howev er ,t
heriski nvol
ves
43successi
nCUS1201
 Nasasi
raJul
ius

thel
ackofaclear
,communalf
ocusonobj
ect
ivesandcontent
,makingitmoredi
ff
icul
tforschool
s
andteacher
stoworksy
stemat
ical
l
ytowar
dsl
ar ge-
scal
eeducati
onali
mprovement.

Nat i
onalcur r
icularframewor ks:I nsomecount r
ies, educat ional objecti
vesandcont entar especi f
ied
i
ncor eobj ecti
ves,attainmentt arget s,andexami nat i
onpr ograms.I npr imaryeducat ionandl ower
secondar yeducat i
on, desiredobj ect ivesandcont entar ereflectedincor eobject i
ves.Cor eobj ecti
ves
describewhatl earnersshoul dlear ni nschoolinor dert oper f
orm wel linsocietyort opr oceedt othe
nextlevelofeducat ion.Theypr esentaf r
ameofr eferencef orpubl i
caccount abili
tybyt hegov ernment
andbyschool sconcer ni ngthechoi cesmade, t
heeducat ionof fered,andthel earningr esultsreali
zed.
Coreobj ecti
vesar eper iodical
lyr eviewed( Letscher t
, 1998) .Inpr i
mar yeducat i
on, t
het hirdgener ati
on
ofcor eobjectivesisonmanyoccasi onsi nuse.Br oaderandmor egl obaldescripti
onsar eused,
withoutspecificati
onsoft eachi ngandl earni
ngact ivities.Thus, school saregivenmor efreedom tof i
l
l
i
nt heirowndet ai
lsint hecur r
iculum.Asi mil
ardev elopmentt akespl aceinsecondar yeducat ion,
wher ecoreobj ecti
vesoft helowersecondar yeducat ionar er educedt olowernumber s.

Coreobjecti
vesar econcreti
zedi neducationalmethods,mater
ial
sandl earni
ngpat
hs.Forthe
di
fferentsubj
ectar easinpri
mar yeducat i
on,Scandinav
iancountr
iesforexampledevel
op
i
ntermediateobjectivesandlearningpathsont hebasisofcoreobject
ives.Fort
hecoreobj
ecti
vesin
l
owersecondar yeducat i
on,theydev el
opexampl esofdetail
edprograms, i
nwhichtheobj
ecti
vesand
contentaredist
ributedacrossthedi ff
erentschoolyears.

Theobj ecti
vesandcont entforuppersecondar
yeducat i
on(ALev el)arespecif
iedinexami
nati
on
program thataredev el
opedbycommi t
teespersubjectorsubjectarea.Al
thoughthecompositi
onof
thesecommi tt
eesmayv ar
ypersubject,t
heyusuall
ycompr i
sesubj ectmatterexpert
s,
representat
ivesfrom subsequentlev
elsofeducati
on, t
eachers,aswel l
astheUgandaNat i
onal
Exami nati
onsBoar d.TheNat i
onalCurr
icul
um Devel
opmentCent re(NCDC)of t
enhasacoordinati
ng
andsuppor ti
ngr ol
e.

Therei snosett i
meper iodf ort herevisi
onofexami nati
onpr ograms.Rev i
sionusuallyoccursupon
request,forexampl ebyhi ghereducat i
onali
nstit
utionsthatnot iceal ackofknowl edgeandski l
l
sin
enrol
lingstudents.Inprepar ationoft herevi
sionprocess, NCDCdev elopssubjectdossier
s.Asubject
dossierdescribesthestat eoft hear tinthesubjectdomai n,bot tl
enecksi ncurrenteducati
onal
practi
ce,andi mportantpoi ntsf orrevi
sionofthesubj ect.Thedossi eri sdrawnupont hebasisofa
broadconsul t
ationofstakehol ders,i
ncludi
ngt eachers,pupil
s, subjectmat terexpert
s,andtrade&
i
ndust ry,
andi nclosecollabor ationwithsubjectassociations.

TheNCDCsy l
labuscont
ainsadescr i
pti
onoft heattai
nmenttargetsthataretobetestedinthe
centr
alexaminati
onandtheschool examinations.Furt
herdetai
lsarecontai
nedinanUNEBsy ll
abus.
Recentl
yframesofrefer
encehav ebeendr awnupt omor epreci
selydefi
net hedesi
redlearni
ng
resul
tsi
nliter
acyandnumer acyatdiff
erentlevel
swi t
hintheeducati
onalsystem.

From pol
icyt
ocurr
icul
um devel
opment:Therecentdevel
opmentofr
efer
encelev
elsforl
i
ter
acyand
numeracyinmanycountr
iescl
earl
yil
l
ustr
atestheprocessofcur
ri
cul
um dev
elopmentatmacrol
evel
.
44successi
nCUS1201
 Nasasi
raJul
ius

Thesereferencelevel
shav ebeendev elopedasar esultofageneralconcernaboutt
hequali
tyofthe
l
earnersmast er
yofbasi cskill
sinlanguageandar i
thmet i
c.I
npar t
,thi
sconcernseemstobe
support
edbyempi ri
calevidence.Dif
ferentreasonsar egivenforthelossofthebasi
cskil
lsi
nli
teracy
andnumer acy,i
ncludinginadequatepedagogi calapproachesandl earni
ngresour
ces,l
ackofschool
ti
me,lackofmai ntenancedur i
ngthelearningcareer,teacherslackofknowledgeandskil
l
s,and
i
nsuffi
cientali
gnmentamongschool types.

Cur
ri
cul
um dev
elopmentatmesol
evel

Theschoolscur r
icul
artaskinmostcount r
ies,currenteducati
onalpoli
cyoffer
sschoolsample
opportuni
ti
est odevel
opt hei
rowncurr
icularprofil
e.Wi thi
nthenationalcur
ri
culafr
ameworks,school
scanemphasi zespecifi
caimsandaddr elevantcont entinli
newiththeschoolsneeds.I
ndoingso,
schoolsarefacedwi t
hthecomplexchallenget odev el
opar elev
antandcohesivecurri
cul
um.Inthis
respectvar
iousquestionsanddil
emmasar ise,suchas:

 Whi
chcur
ri
cul
archoi
ceswi
llwemake?
Quest
ionsschoolsmayaskt hemselv
es,i
nclude:Whati
sourv i
siononl ear
ning?Whatambi ti
onsdo
wepursue,toget
herwit
hourpupi l
s?Whatarethefeat
uresandcr i
teri
aforacohesivecurr
iculum?To
whatextentshoul
dtheschoolconceptbecompl et
edbefor
eteamscanst ar
taddingdetai
ls?What
doesacont i
nuouscur
ri
cularstr
andforasubjectoradomainlookl i
ke?

 Howwi
llweachi
evecohesi
onbet
weent
hechoi
cesmade?
Relevantquesti
onsforschool
sint hi
srespect
:Howdowedev elopacontinui
ngl earni
ngpathinthe
curri
culum?Howdoweachi eveali
gnmentbetweensubjects;i
sitrel
evanttointegratesubj
ects?How
todev el
oprel
ev antt
eachi
ngmater i
als:
arewegoingtodeveloporarrangefortheseour sel
vesor
shouldwesel ectexi
sti
ngmateri
als?Howt oenhancethedevelopmentcapacityofourt eam?

 Whoi
sinv
olv
edi
ncur
ri
cul
um deci
sionmaki
ng?
Relat
edquestionsar e:Whoar ewegoi ngt oinvol
v ei
ncurr
icul
um decisions,
bothwi
thi
nandout si
de
theschool?Whi chcolleagueswillcont
ributetotheschoolcurr
iculum?Howdowegetal lpart
ies
i
nv ol
vedtogoal ongi ntheinnovati
on?Whatar et hecompetenciesthesedevel
oper
sshouldhave?
Whatisthepar tplay
edbyt heteamsandt heschoolmanagement ?Whatconditi
onsshoul
dbemett o
ensuresuccessofcur r
icul
um innovati
on?

Inthi
spr ocessofcurr
icul
um decisi
onmaki ng, schoolsoftencomeacr ossquestionsanddi l
emmas
thathavel i
tt
letodowithcurr
icul
um dev elopment ,
butwhi chdoaffectthi
sprocess.Forexampl e,
a
team wor ki
ngonanambi ti
ouscur r
iculum innov ati
on,mayonl ybepreparedtomakesmal lchanges
asar esultoftheli
mit
edsizeofthet eam.Ort heremi ghtbelimit
edmut ualtr
ustbet weenthe
managementandt eacher
s,preventi
ngani nnov ati
onfrom getti
ngofftheground.Andf rustr
ating
i
nnov ati
onat t
emptsinthepastmayal sohampernewadv entur
es.I
nshor t
,curr
iculum devel
opment
withi
naschool i
sneveranit
em initself,
buti sal waysapar tofschooldevel
opmentasawhol e.
45successi
nCUS1201
 Nasasi
raJul
ius

Var
iousst
udi
eshav
eshownt
hatsust
ainabl
ecur
ri
cul
um i
nnov
ati
oni
nschool
sbui
l
dsonsy
ner
gy
bet
weencur
ri
cul
um dev
elopment
,teacherdev
elopment
,andschool
organi
zat
iondev
elopment
.The
t
ypesofdev
elopmenti
ncl
udet
eacherdev
elopmentandschool
organi
zat
iondev
elopment
.

WHATDETERMI
NESTHEPROCESSOFCURRI
CULUM DESI
GNANDDEVELOPMENT

Thecur
ri
cul
um doesnotf
unct
ioni
nav
acuum butr
atheri
nsoci
almedi
um ofwhi
chout
comes;
unexpect
edr
esul
tst
hatf
oll
owadeci
sionmustbecl
ear
lyunder
stood.Ther
efor
easacur
ri
cul
um
desi
gnery
oumustcl
ear
lyknowsoci
etal
val
ues,
tradi
ti
ons,
bel
i
efset
c.Al
lthesemustber
efl
ect
edi
n
t
hecur
ri
cul
um.Youneedt
oconsi
dersoci
o-pol
i
tical
needsoft
hesoci
ety
.

Ther
ear
eal
sopol
i
tical
ideol
ogi
esbecauset
heypl
ayabi
grol
eindeci
sionmaki
ngi
nthesoci
ety
.A
cl
ear
lydef
inedpol
i
tical
str
ategyhel
psi
nthedesi
gnoft
hecur
ri
cul
um.Thusbef
oredesi
gni
ngt
he
cur
ri
cul
um,
thei
ssuei
swhatpr
oduct
sweneed,
theny
oudesi
gnacur
ri
cul
um t
opr
oducesucha
pr
oduct
,i.
e.soci
etal
appr
oacht
ocur
ri
cul
um desi
gn/soci
etal
basedcur
ri
cul
um.I
nthi
scasey
ou
consi
derpol
i
ciesandst
rat
egi
esf
ornat
ional
dev
elopment
.Pol
i
tical
ideol
ogyofsoci
etywi
l
ldet
ermi
ne
t
heai
msandgoal
sev
ent
ual
l
ydet
ermi
ningwhatwasnti
ncl
udedi
nthecur
ri
cul
um.

Ther
eisal
soani
ssueofl
anguagepol
i
cy.Thati
slanguage,
whi
chwi
l
lbeusedasamedi
um of
i
nst
ruct
ioni
nschool
s.Languagei
sli
keaconv
eyorbel
tusedt
odel
i
veri
nfor
mat
ionf
rom t
eacher
sto
st
udent
s.

Theki
ndsofi
nst
ruct
ional
/teachi
ngmat
eri
alst
obeusedshoul
dbeconsi
der
ed.Ot
herf
act
orst
obe
consi
der
edi
ncl
udepsy
chol
ogi
cal
foundat
ionsoft
hecur
ri
cul
um i
ncl
udi
ngsuchi
ssuesashuman
gr
owt
handdev
elopment
,theor
iesofl
ear
ningandmot
ivat
ion,
indi
vi
dual
dif
fer
enceset
c.

MACDOLDSVI
EWSONEDUCATI
ON

1.Educat
ioni
svi
ewedasapsy
chol
ogi
cal
ent
erpr
ise.Ther
efor
easacur
ri
cul
um desi
gnery
ouf
ocus
onani
ndi
vi
dual
,hi
sper
sonal
i
tyandhowhe/
sheper
cei
vesandl
ear
ns.Thust
ermssuchas
mot
ivat
ion,
readi
ness,
indi
vi
dual
dif
fer
enceset
car
eputi
ntoaccounti
facur
ri
cul
um i
stobe
ef
fect
ive,
accept
abl
ebyt
hesoci
etyandsuccessf
ull
yimpl
ement
edbyt
het
eacher
s.

46successi
nCUS1201
 Nasasi
raJul
ius

2.Educat
ionshoul
dal
sobel
ookedatasasoci
ologi
cal
phenomenon.Thust
ermssuchasst
atus,
r
oles,
int
egr
ati
onandf
unct
ioni
ngofasy
stem ar
eputi
ntoaccountwhendesi
gni
nganycur
ri
cul
um
3.Heal
sov
iewseducat
ionasapol
i
tical
endeav
or.Keywor
dssuchasshar
ingofpower
,st
ruggl
efor
poweri
nasy
stem,
whousesi
t/whohasaccesst
oitar
eused.Thusasacur
ri
cul
um desi
gner
,
v
ieweducat
ionf
rom t
henat
ureofpowerst
ruct
ureandhowi
taf
fect
saper
son.
4.Cul
tur
all
y,educat
iondeal
swi
thwhatshoul
dbeknowni
.e.v
aluesy
stemsofsoci
etypassedont
o
t
hey
ounggener
ati
onbyt
heeducat
ionsy
stem.Youdeal
wit
hwhati
simpor
tantt
oknowandt
o
l
eav
eout
,whatmet
hodst
ouseet
c.
5.Techni
cal
l
y,educat
ionr
efer
stoeducat
ional
eff
ici
encyi
nwhi
chwegetouri
nst
ruct
ional
jobwel
l
donei
.e.howef
fect
ivel
yandef
fi
cient
lywecanachi
evet
hest
atedgoal
sandhowgoal
achi
evementcanbei
ncr
eased.

Suchcur
ri
cul
um det
ermi
nant
sleadt
ofur
therconcept
ual
i
zat
ioni
.e.r
aisi
ngsi
gni
fi
cantcur
ri
cul
um
i
ssuessuchas:

i
. Whyt
each(
aimsandobj
ect
ives)
i
i
. Whatshoul
dbet
aught(
cont
ent
)
i
i
i. Knowl
edget
owhom(l
ear
ner
)
i
v. I
nwhatmanner(
met
hodol
ogy
)
v
. Whatout
comes(
Expect
edr
esul
ts)
v
i. Bywhom (
Teacher
)i.
e.act
ual
classr
oom env
ironment

Al
lthesear
elookedataswhati
sther
ati
onal
foraneducat
ional
progr
am

Asar
esul
t,t
hef
oll
owi
ngquest
ionsar
eputf
orwar
d:

a.Howshoul
dthedesi
rabi
l
ityofspeci
fi
cobj
ect
ivesbedet
ermi
ned?
b.Howshoul
dthef
easi
bil
i
tyofat
tai
ningobj
ect
ivesbedet
ermi
ned?
c.Whati
stheusef
ulnessoft
hest
atementofeducat
ional
obj
ect
ivesi
nmaki
ngot
hercur
ri
cul
a
essent
ial
?
d.Whatcomponent
smustbeconsi
der
edi
nor
gani
zi
ngacur
ri
cul
um f
oref
fect
ivel
ear
ning?
e.Whatel
ement
sar
econsi
der
edi
fanyar
ecommont
oal
lmaj
orcur
ri
cul
um quest
ionsandt
hus
pr
ovi
det
heor
eti
cal
li
nkst
hroughoutt
heent
ir
econcept
ual
syst
em?
47successi
nCUS1201
 Nasasi
raJul
ius

f
. Howmucht
hesi
soft
hesecomponent
scanbeef
fect
edf
ort
het
eacherbef
ores/
hest
ats
t
eachi
ng?
g.Atwhatpoi
nti
nthesy
stem shoul
dconsi
der
ati
onofmet
hodol
ogyandcont
entofor
gani
zed
knowl
edgebepr
edomi
nant
?
h.Whatmet
hodsoft
heent
ir
eapar
tmentt
oeachmaj
ordeci
sionposedbyt
hesy
stem be?

THEPROCESSOFCURRI
CULUM DEVELOPMENTI
NACTI
ON

I
tinv
olv
esdev
isi
ngcur
ri
cul
amat
eri
alsandt
ryi
ngt
hem out
,depl
oyi
ngmanpower
,resour
cesandt
ime.
Cur
ri
cul
um dev
elopmenti
sady
nami
crat
hert
hanast
ati
cpr
ocess.Acur
ri
cul
um dev
eloperdoesnt
begi
nfr
om scr
atchbutwi
thsomet
hingi
.e.f
rom anexi
sti
ngcur
ri
cul
um,
whi
chmaynotbenecessar
il
y
knownt
oherorher
.

Anaccept
abl
eandef
fect
ivecur
ri
cul
um shoul
dal
way
sbel
eftopenendedbecausel
i
fei
sev
olv
ingand
asar
esul
t,whati
sgoodt
odaymaynotbenecessar
il
ygoodt
omor
row.Onceacur
ri
cul
um i
slef
topen
ended,
iti
mpl
i
esi
tisr
eadyt
oret
aingoodi
deas,
modi
fyt
heexi
sti
ngones/accommodat
ethenew
onesdependi
ngonwhatt
hesi
tuat
iondemands.I
npr
act
ice,
thef
oll
owi
ngar
ethecomponent
pr
ocessest
hatmustgoi
ntoanycur
ri
cul
um devel
opmentpr
oject
.

1.I
nfor
mat
iongat
her
ing

I
tist
hei
nfor
mat
iont
hatr
eveal
stheneedf
orcur
ri
cul
um change/
dev
elopment
.Thi
sinf
ormat
ionwi
l
l
i
ndi
cat
ewhet
hert
her
eisneedf
ori
mpr
ovementi
ntheexi
sti
ngcur
ri
cul
um.I
nfor
mat
iongat
her
ingal
so
assi
stst
hewor
ker
stoknowwhet
hert
henecessar
yresour
cesandcondi
ti
onsexi
st.E.
g.ar
ether
e
enought
eacher
s,ar
epeopl
ereal
l
yfedupwi
tht
heexi
sti
ngcur
ri
cul
um.

2.Mobi
li
zat
ionf
orcur
ri
cul
um change

I
fther
eisneedf
orcur
ri
cul
um change,
youhav
efi
rstt
omobi
l
izet
hepeopl
e(masses)
.Mobi
l
izat
ion
i
nvol
vessensi
ti
zi
ngt
hemasseswhyy
oushoul
dchanget
heexi
sti
ngcur
ri
cul
um sot
hatabet
teroni
s
puti
npl
ace.Dontov
erassumet
hatpeopl
ewi
l
lli
ket
henewi
nfor
mat
ionev
eni
finr
eal
i
tyachangei
sa
goodone.I
tal
soi
nvol
vesget
ti
ngsomei
deasf
rom t
hev
erypeopl
ethemsel
ves(
soci
ety
)forwhi
cht
he

48successi
nCUS1201
 Nasasi
raJul
ius

cur
ri
cul
um i
sint
ended.I
naddi
ti
on,
iti
nvol
vessel
ect
ingpeopl
ewhoar
eaccept
abl
ebyt
hesoci
etyand
pr
ofessi
onal
l
ytr
ainedt
odot
hej
ob.

3.Ast
udyoft
hechar
act
eri
sti
csandneedsoft
hechi
ldr
eni
smade

Thi
sisdoneduet
othef
actt
hateducat
ioni
snotonl
ysubj
ectcent
red(
adul
t/
teacher
)butal
sochi
l
d
cent
red.I
thasbeenf
oundt
hatchi
l
drenhav
eneeds,
whi
chmaynotnecessar
il
ybeknown,
byt
headul
t
wor
ld.I
tst
hesechi
l
drenwhoar
eimpor
tantf
ort
heneedsoft
omor
row.Thust
heyoughtt
obe
i
ntr
oducedandt
akepar
tint
hedeci
sionmaki
ngpr
ocess.Thi
sisdonesot
hatt
heyar
esuccessf
uland
ef
fect
ivel
eader
s/pr
ofessi
onal
soft
omor
row.

4.For
mul
ateeducat
ionalobj
ect
ives/
aims/
goal
soft
hecur
ri
cul
um

Anypr
ojectdonemusthav
eai
ms/
obj
ect
ives,
whi
char
ecl
ear
lyspel
tout
.Ot
her
wisei
twi
l
lbackf
ir
e.To
dot
his,
theai
ms/
obj
ect
ivesshoul
dbecl
ear
lyspel
toutandexpl
ainedt
othemasses/
soci
etywi
thout
anyhi
ddenagenda/
mot
ive.

5.Sel
ectl
ear
ningexper
iencesf
rom t
heobj
ect
ivesset

Thi
sisdonesot
hatt
het
eacher
sandt
hel
ear
ner
sdontgetpr
obl
emsdur
ingt
hepr
ocessof
i
mpl
ement
ati
on.

6.Sel
ectanddev
elopl
ear
ningmat
eri
alsandequi
pment

Dur
ingt
hispr
ocess,
thef
oll
owi
ngquest
ionsar
econsi
der
ed:

 Whatexi
sti
ngmat
eri
alsandequi
pmentwoul
dbeappr
opr
iat
efort
henewcur
ri
cul
um?

 Whatnewmat
eri
alsandequi
pmentwoul
dbeused?

 Whoshoul
dpr
epar
ethem andhowmuchdot
heycost
?

Thesel
ect
edmat
eri
alsshoul
dbeappr
opr
iat
etof
act
orssuchast
hei
rdur
abi
l
ity
,appr
opr
iat
enesst
o
t
hel
ear
ner
sneeds,
weat
hercondi
ti
onset
c.

7.Or
gani
zepi
lotst
udypr
oject
s/uni
ts

49successi
nCUS1201
 Nasasi
raJul
ius

Thi
sisdonebecauseasacur
ri
cul
um dev
eloper
,youwantt
ochanget
heor
igi
nal
cur
ri
cul
um sucht
hat
bet
terr
esul
tsar
eachi
eved.Youbegi
nwi
thf
ewsecondar
yschool
samongt
hemanysot
haty
ou
checkwhet
hert
henewmat
eri
alsar
eal
lri
ghtwi
tht
hel
ear
ner
s,t
hel
ear
ningexper
iencesar
eokayet
c.

8.Yougetaf
eedbackbyev
aluat
ingt
hepi
l
otuni
tsandr
e-or
gani
zet
hem unt
ilt
heywor
kand
r
emedi
es/
weaknessesar
ecor
rect
eddur
ingt
hispr
ocess.

9.Ther
evi
sedcur
ri
cul
um i
slaunchedi
nschool
sandpr
ovi
def
orcont
inuousr
evi
sionast
ime
goeson.Thi
sisbecause;
nocur
ri
cul
um i
sgoodenoughatanygi
vent
ime.Leav
eitopen-
ended
f
oranyaddi
ti
on/l
eav
eital
way
stowel
comecr
it
ici
sm.

CURRI
CULUM I
MPLEMENTATI
ON

Cur
ri
cul
um i
mpl
ement
ati
oni
sani
nter
wov
ennet
wor
kofv
ary
ingact
ivi
ti
es,
whi
chi
nvol
vest
ransl
ati
ng
cur
ri
cul
um desi
gnsi
ntocl
assr
oom act
ivi
ti
esandchangi
ngpeopl
esat
ti
tudest
oacceptandpar
ti
cipat
e
i
ntheact
ivi
ti
es.I
tast
agei
nwhi
chal
lst
akehol
der
sbecomepar
toft
hepr
ocessbymaki
ngt
hei
rcont
ri
but
ion
t
ooper
ati
onal
i
set
hecur
ri
cul
um t
hati
sdesi
gnedanddev
eloped.I
tent
ail
sput
ti
ngi
ntopr
act
icet
heof
fi
cial
l
y
pr
escr
ibedcour
sesofst
udy
,sy
ll
abi
andsubj
ect
s.

Cur
ri
cul
um i
mpl
ement
ati
oni
nvol
vest
womai
npr
ocessesnamel
y:

a)Fi
rst
,iti
nvol
veschangi
ngt
heat
ti
tudesofpol
i
cymaker
s,admi
nist
rat
ors,
super
visor
s,t
eacher
s,
par
ent
s,andul
ti
mat
elyt
hesol
egoal
oft
hepr
ocess—t
hel
ear
ner
.

b)Secondl
y,i
tinv
olv
espr
ovi
dingt
hemat
eri
alsandadmi
nist
rat
ivemeanst
omakecur
ri
cul
um
i
mpl
ement
ati
onpossi
ble.I
not
herwor
ds,
all
theact
ivi
ti
esar
ebackedbymat
eri
aland
admi
nist
rat
ivef
aci
l
itat
ion.

Thei
mpl
ement
ati
onphaseofcur
ri
cul
um dev
elopedi
scl
ear
lydef
inedbyknowi
ngwhatt
eacher
smust
dot
ocar
ryoutt
hatpar
ti
cul
arpr
ogr
am andhowef
fect
ivel
ytheycanuset
heav
ail
abl
emat
eri
als.
Fur
ther
mor
e,i
tisi
mpor
tantf
ort
het
eacher
stobepr
epar
edf
ort
het
askandshoul
dknowwhatt
odo
ex
act
lyont
hegr
ound.

Successf
uli
mpl
ement
ati
onoft
hecur
ri
cul
um shoul
daddr
esswhatsuppor
ti
veper
sonnel
areneeded
t
odoandwhatki
ndsofi
nst
ruct
ional
mat
eri
alsandf
aci
l
iti
esar
emosthel
pful
.Thef
orm ofschool
s

50successi
nCUS1201
 Nasasi
raJul
ius

andcl
assr
oom or
gani
zat
ionr
equi
redf
ort
heexer
cisei
sanot
herf
act
ort
obeaddr
essedandt
he
communi
tyshoul
dbesensi
ti
zedenoughoft
hei
ntendedchangeoft
hecur
ri
cul
um.

Var
iousi
nst
it
uti
onshav
etopl
ayadeci
siv
erol
eint
hei
mpl
ement
ati
onofcur
ri
cul
um.Somear
e
di
rect
lyi
nvol
vedwhi
l
eot
her
sgi
vesi
desuppor
tthatmakesi
tpossi
blef
ort
otal
impl
ement
ati
onof
cur
ri
cul
um.

ROLEATEACHERSADVI
SORYCENTRE

At
eacher
sadv
isor
ycent
rei
sani
nst
it
uti
on,
whi
chpr
ovi
dest
eacherwi
tht
echni
cal
gui
dancet
o
enhancel
ear
ning.

 I
tpr
ovi
desi
n-ser
vicepr
ogr
amst
hrought
hecount
ryi
nawaygi
vi
ngnewski
l
lst
oteacher
s.I
t
updat
est
eacher
sint
heuseoft
eachi
ngmat
eri
als.

 Fur
ther
mor
e,i
tgi
vesnewt
eachi
ngst
rat
egi
esandot
herchangesi
ntr
oducedi
nthecur
ri
cul
um.

 I
tgi
vesnewt
eacher
sski
l
lsonhowt
ohandl
elessons,
aff
ordsunt
rai
ned“
li
censed”t
eacher
sa
chanceofbei
ngequi
ppedwi
tht
echni
cal
ski
l
lsandev
enol
dteacher
supdat
ethemsel
veson
newst
rat
egi
es.

 Thi
sinst
it
uti
onhel
psi
nfost
eri
ngsmoot
himpl
ement
ati
onoft
hecur
ri
cul
um,
ast
eacher
swi
l
lbe
equi
ppedwi
thst
rat
egi
cappr
oaches.

CURRI
CULUM I
MPLEMENTORS

Thesuppor
ti
veper
sonnel
,vol
unt
aryagenci
es,
teacher
s,par
entandl
ocal
communi
ti
esal
lpl
ayan
i
mpor
tantr
olei
ncur
ri
cul
um i
mpl
ement
ati
on.

ROLEOFTECHNI
CALSUPPORTI
VESTAFF

Ther
eisneedf
orsuppor
ti
veper
sonnel
andser
vicesi
nthecur
ri
cul
um i
mpl
ement
ati
on.I
nspect
orsof
t
heschool
sandf
iel
dsuper
visor
sgr
eat
lyf
aci
l
itat
eint
hei
mpl
ement
ati
onexer
cise.Theyhel
pin
demonst
rat
ionofapar
ti
cul
arappr
oacht
othecl
assr
oom t
eacher
sthr
ought
hesuper
visi
onexer
cise.
I
nthei
rwor
k,t
heyi
dent
if
ypr
obl
em ar
eas,
suggestt
henecessar
ymodi
fi
cat
ionssuchasmet
hodol
ogy
,
andt
hei
rfeedbackoft
her
unni
ngandqual
i
tyoft
hepr
ojectwi
l
lassi
sti
nther
evi
ewoft
eachi
ng

51successi
nCUS1201
 Nasasi
raJul
ius

mat
eri
als.Theygi
veadv
iceandencour
agementont
hepr
ogr
am ofwor
ktobedoneandhowt
ovi
sit
t
eacher
scent
ersr
egul
arl
yforgui
danceandhel
pwi
thr
egar
dtosour
ceandqual
i
tyofi
nfor
mat
ion.

Educat
ional
planner
sandpol
i
cymaker
sser
veaspr
ofessi
onal
staf
foft
hei
nspect
orat
edi
vi
sion.They
cont
rol
thebudgetoft
heMi
nist
ryofEducat
ionandSpor
tsf
orexampl
e,f
undst
opur
chasecur
ri
cul
um
mat
eri
als,
thei
rdi
str
ibut
ion,
pay
mentoft
eacher
sandot
herper
sonnel
,fundsf
ornewi
nfr
ast
ruct
ures
suchasnewcl
assr
oomsandhowt
omai
ntai
ntheal
readyexi
sti
ngones.Educat
ionadmi
nist
rat
ors
t
hrought
rai
ning,
post
ingandpay
mentdi
rect
lycont
rol
teacher
swhoar
edi
recti
mpl
ement
ersofal
l
i
nst
ruct
ional
progr
ams.

Wheneducat
ionadmi
nist
rat
orsandpl
anner
sar
eaccept
edi
nschool
sascol
l
abor
ator
s,pr
ogr
am
i
mpl
ement
ati
oni
senhanced.Wi
thoutt
heeducat
ionadmi
nist
rat
orscooper
ati
on,
cur
ri
cul
um r
efor
ms
shoul
dbedoomedt
ofai
l
ureasf
undi
ngwoul
dbei
mpossi
ble.Thecont
ri
but
ionoft
heeducat
ion
pl
anner
sandadmi
nist
rat
orscannotbeunder
est
imat
edi
nthecur
ri
cul
um i
mpl
ement
ati
on.

ROLEOFVOLUNTARYAGENCI
ES

Ther
ear
evol
unt
aryagenci
est
hatgr
eat
lypar
ti
cipat
eincur
ri
cul
um i
mpl
ement
ati
on.Theseagenci
es
ar
eTheChur
chWomenOr
gani
zat
ions,
BoyScout
s,Gi
rl
-Gui
des,
YoungMensChr
ist
ianAssoci
ati
ons,
UNI
CEFet
c.Theseagenci
eshav
elegi
ti
mat
erol
etopl
ayi
nimpl
ement
ingsomeaspect
soft
he
cur
ri
cul
um,
especi
all
yint
heaf
fect
ivedomai
n.

Thechur
chf
orexampl
e,hasbui
l
tschool
sandhascont
inuedt
ogi
vedi
rect
ioni
nfor
m ofgui
danceand
mor
alr
ehabi
l
itat
ion.Thechur
chpar
ti
cipat
esi
nwr
it
ingbooks,
whi
chchi
l
drenusei
ncl
asspar
ti
cul
arl
y
i
nrel
i
giouseducat
ion.Al
otoff
undi
ngst
il
lcomesf
rom someoft
hesev
olunt
aryagenci
esandt
oa
gr
eatext
ent
:theyhav
efundedt
heeducat
ionsy
stem.UNI
CEFf
orexampl
e,haspar
ti
cipat
edi
npr
int
ing
chi
l
drensr
eadi
ngmat
eri
alsespeci
all
yint
hesci
encesubj
ect
s.I
tisav
erybi
gdonort
ooureducat
ion
sy
stem.

ROLEOFPARENTSANDLOCALCOMMUNI
TIES

Par
ent
sar
eyetanot
hergr
oupofcur
ri
cul
um i
mpl
ement
ers.Asacur
ri
cul
um andi
mmedi
ate“
ref
erence
gr
oup”f
ort
hei
rchi
l
dren,
par
ent
sinf
luencei
nchi
l
drenscul
tur
alv
aluesi
sunchanged.

52successi
nCUS1201
 Nasasi
raJul
ius

Al
lpar
ent
swhet
herschool
edornothav
eabi
grol
etopl
ayi
ncur
ri
cul
um i
mpl
ement
ati
oni
na
cont
inui
ngpr
ocessofv
alueor
ient
ati
onandat
ti
tudef
ormat
ion.Thehomet
eachessoci
alandcul
tur
al
v
aluessuchasper
sonal
rel
ati
onshi
ps,
hospi
tal
i
ty,
compassi
on,
per
sonal
hygi
ene,
eti
quet
te,
lov
eand
enf
orci
ngl
anguage,
whi
chi
sthebasi
sofl
ear
ning.

I
nhomeswher
epar
ent
sar
eschool
ed,
theyphy
sical
l
ypar
ti
cipat
eingui
dingt
hei
rchi
l
drent
hrough
t
hei
rhomewor
kexer
cises.Ev
ent
heunschool
edpar
ti
cipat
ebyencour
agi
ngt
hei
rchi
l
drent
odot
he
wor
k,t
hust
her
easonwhyt
hei
rcont
ri
but
ioni
shi
ghl
yrespect
ed.

Thel
ocal
communi
typl
aysanact
iver
olei
nthei
mpl
ement
ati
onoft
hecur
ri
cul
um.Thus,
theyshoul
d
besensi
ti
zedaboutt
hei
rpar
ti
cipat
ion.Asst
akehol
der
s,t
hecommuni
tywant
stoknowwhet
hert
he
educat
ionoft
hei
rchi
l
dreni
nschool
sint
hei
rlocal
i
tywi
l
lbr
ingaboutdev
elopment
,whi
chf
ormst
he
r
easonwhyt
heyar
eev
erassessi
ngi
t.

Thecommuni
tywi
l
lpr
ovi
del
and,
onwhi
chschool
swi
l
lbeconst
ruct
ed,
prov
idef
undsandl
abort
o
f
ost
erdev
elopmentofschool
s.Notonl
ythat
,butal
sopr
ovi
desuppor
ti
veper
sonnel
toassi
st
t
eacher
swhent
heyar
emadet
ounder
standt
her
ati
onal
ebehi
ndsuchachangeandt
heeducat
ional
pr
obl
emsandpr
ocedur
esi
nvol
ved.

Theyar
epeopl
ewhoshoul
dbeconsul
tedi
ncur
ri
cul
um desi
gnbecauset
heywi
l
lhav
eint
erestwheni
t
i
sbei
ngi
mpl
ement
ed.Thecommuni
tymustnotbeunder
-r
atedi
ncur
ri
cul
um i
mpl
ement
ati
onf
ori
t
hasav
ari
etyoft
echni
cal
per
sonnel
mostofwhom mustf
orm par
toft
hecur
ri
cul
um pr
ocess.Some
oft
hecul
tur
alact
ivi
ti
esi
nit
iat
edbyt
heschool
arer
efi
nedf
rom t
hecommuni
tyar
oundt
heschool
.

ROLEOFTHESCHOOLSTAFF

Att
heschool
lev
el,
labor
ator
ytechni
ciansandassi
stant
spr
ovi
deexper
ti
seandknowl
edget
hat
boost
sthesci
encesubj
ect
ssuchasbi
ology
,phy
sics,
andchemi
str
y.Theysetupsci
ent
if
ic
exper
iment
sanddemonst
rat
ethem t
ost
udent
s.Fur
ther
mor
e,t
heycol
l
ectspeci
mensofani
mal
s,
i
nsect
s,pl
ant
set
c.t
hei
rwor
kgr
eat
lyboost
sthei
mpl
ement
ati
onoft
hecur
ri
cul
um si
ncet
hei
r
t
echni
cal
know-
howi
spar
amount
.

Teacher
sar
ethemosti
mpor
tantandi
nfl
uent
ial
per
sonsi
nthei
mpl
ement
ati
onoft
hecur
ri
cul
um f
or
t
heyr
epr
esentt
hei
deasandaspi
rat
ionsoft
hedesi
gner
s.Thesuccessoft
hei
mpl
ement
ati
on
dependsonhowef
fi
cient
,dedi
cat
ed,
andi
magi
nat
ivet
het
eacher
sar
e.
53successi
nCUS1201
 Nasasi
raJul
ius

Teacher
sar
eal
sot
hesour
ceoff
eedbackt
otheschool
aut
hor
it
iesandt
heMi
nist
ryofEducat
ionand
Spor
ts.I
fdur
ingi
mpl
ement
ati
on,
cer
tai
npr
act
icesorel
ement
soft
hesy
ll
abusar
enotsat
isf
act
ory
,
t
het
eachershoul
dtr
ytoseet
oitt
hatt
heyar
echangedorer
adi
cat
ed.Educat
ionadmi
nist
rat
orsneed
t
ohav
ethi
sinf
ormat
ionf
orf
urt
herchangesoradj
ust
ment
.

Ati
nst
ruct
ional
lev
el,
iti
sthet
eacherwhohandl
est
hecur
ri
cul
um byt
ransl
ati
ngi
tint
omeani
ngf
ul
messagest
othest
udent
s.Thet
eachermustt
her
efor
eusemet
hodsandt
echni
quest
hatmakei
t
easyf
orpupi
l
s/st
udent
stounder
stand.Thet
eacheral
so,
needst
ohav
eadequat
etr
aini
ngand
knowl
edget
ocopewi
tht
hatdemandi
ngandchal
l
engi
ngt
askofcur
ri
cul
um i
mpl
ement
ati
on.

Consi
der
ingt
hatcur
ri
cul
um i
mpl
ement
ati
oni
snotasi
ngl
eact
ivi
tybutr
atherani
nter
wov
ennet
wor
k
ofv
ary
ingact
ivi
ti
es,
manyi
nst
it
uti
onsandgr
oupsofpeopl
emustcomei
nandpar
ti
cipat
eact
ivel
y
andl
ackofoneorsomeoft
hem,
wil
lrendert
heexer
cisef
uti
l
eandhandi
capped.

54successi
nCUS1201
 Nasasi
raJul
ius

STRATEGI
ESFORI
MPLEMENTI
NGACURRI
CULUM

Cur
ri
cul
um i
mpl
ement
ati
oni
sani
nter
wov
ennet
wor
kofv
ary
ingact
ivi
ti
es,
whi
chi
nvol
vest
ransl
ati
ng
cur
ri
cul
um desi
gnsi
ntocl
assr
oom act
ivi
ti
esandchangi
ngpeopl
esat
ti
tudest
oacceptandpar
ti
cipat
e
i
ntheact
ivi
ti
es.Al
ltheact
ivi
ti
esar
ebackedbymat
eri
alandadmi
nist
rat
ivef
aci
l
itat
ion.

Thei
mpl
ement
ati
onphaseofcur
ri
cul
um dev
elopmenti
scl
ear
lydef
inedbyknowi
ngwhatt
eacher
s
mustdot
ocar
ryoutt
hatpar
ti
cul
arpr
ogr
am andhowef
fect
ivel
ytheycanuset
heav
ail
abl
emat
eri
als.
Fur
ther
mor
e,i
tisi
mpor
tantf
ort
het
eacher
stobepr
epar
edf
ort
het
askandshoul
dknowwhatt
odo
ex
act
lyont
hegr
ound.

Successf
uli
mpl
ement
ati
onoft
hecur
ri
cul
um shoul
daddr
esswhatsuppor
ti
veper
sonnel
areneeded
andwhatki
ndsofi
nst
ruct
ional
mat
eri
alsandf
aci
l
iti
esar
emosthel
pful
.Thef
orm ofschool
sand
cl
assr
oom or
gani
zat
ionr
equi
redf
ort
heexer
cisei
sanot
herf
act
ort
obeaddr
essedandt
he
communi
tyshoul
dbesensi
ti
zedenoughoft
hei
ntendedchanget
othecur
ri
cul
um.

Var
iousi
nst
it
uti
onshav
etopl
ayadeci
siv
erol
eint
hei
mpl
ement
ati
onofcur
ri
cul
um.Somear
e
di
rect
lyi
nvol
vedwhi
l
eot
her
sgi
vesi
desuppor
tthatmakesi
tpossi
blef
ort
otal
impl
ement
ati
onof
cur
ri
cul
um.

At
eacher
sadv
isor
ycent
rei
sani
nst
it
uti
on,
whi
chpr
ovi
dest
eacher
swi
tht
echni
cal
gui
dancet
o
enhancel
ear
ning.I
tpr
ovi
desi
n-ser
vicepr
ogr
amst
hroughoutt
hecount
ryi
nawayofgi
vi
ngnewski
l
ls
t
oteacher
s.I
tupdat
est
eacher
sint
heuseoft
eachi
ngmat
eri
als,
fur
ther
mor
e,i
tgi
vesnewt
eachi
ng
st
rat
egi
esandt
othechangesi
ntr
oducedi
nthecur
ri
cul
um.I
tgi
vesnewt
eacher
sski
l
lsonhowt
o
handl
elessons,
aff
ordsunt
rai
nedLi
censedt
eacher
sachanceofbei
ngequi
ppedwi
tht
echni
cal
ski
l
ls
andev
enol
dteacher
supdat
ethemsel
vesonnewst
rat
egi
es.Thi
sinst
it
uti
onhel
psi
nfost
eri
ng
smoot
himpl
ement
ati
onoft
hecur
ri
cul
um,
ast
eacher
swi
l
lbeequi
ppedwi
thst
rat
egi
cappr
oaches.

THESABER-
TOOTHCURRI
CULUM:AREFLECTI
ONOFAPERSI
STENTLI
FESI
TUATI
ONAND
CHALLENGESI
NVOLVEDI
NCURRI
CULUM CHANGE(
INNOVATI
ON)

St
oryofSaber
-t
oot
hcur
ri
cul
um i
ssor
tofapar
abl
ei.
e.st
atementwi
thahi
ddenmeani
ngt
oldbyDr
.
Peddi
wel
li
noneofhi
slect
ures.

55successi
nCUS1201
 Nasasi
raJul
ius

Ther
ewasast
one-
agecommuni
tyl
i
vingonal
andscapecal
l
edCar
eReal
m Val
l
ey.Thel
andhadbl
ue
cl
earwat
erswi
thal
otoff
ish,
wool
l
yhor
sewhi
chwer
esmal
landt
imi
dandsabert
oot
hti
ger
s.Oneof
t
hei
nhabi
tant
soft
hecommuni
tywasamancal
l
edNew-
Fist
.Hewasapr
act
ical
manandat
hinker
.
Hegotconcer
nedwi
tht
heway
shi
str
ibewasl
i
vinganddeci
dedt
odesi
gnacur
ri
cul
um sucht
hatl
i
fe
woul
dbebet
terf
orhi
sfami
l
y,andt
ri
be(
educat
ional
goal
).
Hav
ingsetupaneducat
ional
goal
,heobser
vedwhathi
speopl
ewer
edoi
ng—cont
empor
aryact
ivi
ti
es
i
.e.
:peopl
ewer
egr
abbi
ngf
ishf
orf
oodf
rom cl
earwat
er.Theywer
ecl
ubbi
ngwool
l
yhor
sesf
ormeat
andski
nsandt
heywer
eal
socar
ryi
ngf
ir
etor
chessoast
oscar
eawaysaber
-toot
hti
ger
s.
Hedesi
gnedacur
ri
cul
um cont
aini
ng3subj
ect
s/act
ivi
ti
esnamel
y;
a)Fi
sh-
grabbi
ngwi
thbar
ehands.
b)Cl
ubbi
ngwool
l
yhor
sesf
ormeat(
food)andski
ns(
clot
hes)
c)Sabor
-t
oot
h-t
igerscar
ingwi
thf
ir
etor
ches.

Thesy
stemat
iceducat
ionwasf
ir
sti
ntr
oducedt
ohi
schi
l
drenandev
ent
ual
l
yal
lthet
ri
bebegant
o
acqui
ret
hisgoodeducat
ion.Someconser
vat
ivemember
soft
het
ri
ber
esi
stedt
hisneweducat
ionon
r
eli
giousgr
ound(
theyr
easonedt
hati
fmanwasGodscr
eat
ion,
thenheshoul
dbebor
nper
fectast
he
cr
eat
orhi
msel
f.Thecr
eat
orwoul
dhav
etaughtt
hem t
heseact
ivi
ti
eshi
msel
fbyi
mpl
ant
ingi
nthei
r
nat
uresi
nst
inct
sforf
ish-gr
abbi
ng,
hor
secl
ubbi
ngandt
igerscar
ingi
.e.NewFi
sti
nter
fer
edwi
th
humannat
urebydoi
ngwhatt
hecr
eat
orhadnev
erdone.NewFi
str
espondedt
othesechal
l
engesby
asser
ti
ngt
hati
tsGodspowert
hatnewi
nnov
ati
onsar
ebei
ngdone.Chi
l
drencoul
dntl
ear
nby
t
hemsel
vesexceptbyDi
vi
neAi
d).Ev
ent
ual
l
ytheyal
soaccept
edt
heneweducat
ion(
Cur
ri
cul
um)
.New
-
Fistdi
edandt
het
ri
becont
inuedwi
tht
hisgoodeducat
ion.
Af
tersomet
ime,
thecondi
ti
onsoft
hecommuni
ty/
landscapeunder
wentar
adi
cal
change,
namel
y;
 Al
otofdi
rtwasbr
oughtbygl
aci
erf
rom t
hemount
ainsandt
hewat
erbecamev
erydi
rt
y
(
muddy
)sucht
hatt
hef
ishcoul
dnol
ongerbeseen,
andal
sonowhi
dei
nthedi
rt
ywat
er.
 Thewool
l
yti
midhor
sesr
unawaybecauset
hel
andwasnowsoggy
.Theymi
grat
edt
oadr
y
l
and.I
nst
eadt
heywer
erepl
acedbysmal
lant
elopes,
whi
chhadav
erykeenscentt
odanger
andwer
ever
yswi
ftsucht
hatev
ent
hebestt
rai
nedhor
secl
ubber
scoul
dnotgett
hem.
 Asar
esul
toft
hedampnessoft
hear
ea,
thesaber
-t
oot
hti
ger
sgotpneumoni
aandal
loft
hem
di
ed.Thust
her
ewasnot
igert
oscar
e.Thei
rpl
acewast
akenov
erbygl
aci
albear
s,whi
chcoul
d

56successi
nCUS1201
 Nasasi
raJul
ius

notbedr
ivenawaybyt
het
iger
-scar
ingcour
sesof
fer
edbyt
heschool
.Asar
esul
t,t
igerscar
ing
t
echni
quesbecomeonl
yacademi
cexer
cisesbutnotnecessar
il
yfort
ri
bal
secur
it
y.

Despi
tet
her
adi
cal
changes,
thecommuni
tycont
inuedwi
tht
hei
rhi
ghl
yrespect
ededucat
ion.Buti
n
t
hel
ongr
unt
her
ewasnof
ishandmeatf
orf
ood,
nohi
desf
orcl
othi
ngandnosecur
it
yfr
om t
he
gl
aci
albear
s-peopl
efacedst
arv
ati
on.
Hav
ingbeenf
acedwi
tht
hesechal
l
enges,
menoft
heNew-
Fistt
ypecameupwi
thnewi
deassoast
o
sur
viv
e.Theyr
eject
edal
lthatt
heyhadl
ear
ntatschool
.Oneoft
hem madeanetf
rom t
wigsandused
i
ttocat
chf
ishf
rom t
hemuddywat
er.Anot
herone-
madesnar
est
ocat
cht
heswi
ftant
elopeanda
t
hir
dmemberdugdeeppi
ts,
cov
eredt
hem wi
thgr
asses/
branchesoft
rees,
ast
hebeer
swoul
dfal
l
i
ntot
hem.Peopl
ewoul
dcomeandki
l
lthebear
swhent
heyar
eint
hepi
ts.

Theknowl
edgeoft
het
hreenewi
nvent
ionsspr
eadt
oal
lthemember
soft
het
ri
be.Somer
adi
cal
member
soft
hecommuni
tyst
art
edcr
it
ici
zi
ngt
heschool
andwant
edt
hesubj
ect
snowt
obef
ishnet
maki
ngandusi
ngant
elope-
snar
econst
ruct
ionandoper
ati
onandbeart
rappi
ngandki
l
li
ng.Theol
d
peopl
ecoul
dnotal
l
owbecauset
hecur
ri
cul
um wasal
readyov
ercr
owdedwi
tht
hecul
tur
alsubj
ect
s.

I
MPLI
CATI
ONSOFTHESABORTOOTHCURRI
CULUM TOCURRI
CULUM DESI
GNERS/
TEACHERS:
 I
tisapr
obl
em t
oacceptol
dor
dert
ochanget
oanewone.
 Ther
eisnocur
ri
cul
um,
howev
erper
fecti
tmaybe,
goodenoughf
oral
lpeopl
einal
lpl
acesatal
l
t
imeorev
enf
oral
lpeopl
eint
hesamepl
aceatal
lti
mes.
 Cur
ri
cul
um t
obegoodenoughmustunder
goconst
antchangeorr
enewal
tof
itt
hechangi
ng
desi
reoft
hepeopl
e.Ther
efor
eiti
simpor
tantt
oensur
ethatacur
ri
cul
um wehav
eatschool
is
up-
to-
dat
eandi
tshoul
dbeopenendedasmuchaspossi
blesot
haty
oucanaddonmor
eif
needar
ises.
 Nev
ercompl
eteacur
ri
cul
um ornev
ert
ell
peopl
ethati
tist
oogoodt
oaddmor
ebecausegood
canbeanenemyofsomet
hingexcel
l
ent
.Al
way
sassumey
ouhav
elef
tsomet
hingexcel
l
ent
.
Al
way
sassumey
ouhav
elef
tsomet
hingnotf
il
ledi
n.
 Wi
thchangi
ngenv
ironment
,weneedachangei
ncur
ri
cul
um e.
g.t
hecur
ri
cul
um i
nUganda
t
rai
npeopl
etobej
obseeker
sot
hert
hanj
obmaker
s.
 I
nor
dert
oef
fectachangey
oumustbear
adi
cal
andy
oumustber
eadyt
opayf
ort
hepr
ice.

57successi
nCUS1201
 Nasasi
raJul
ius

 Bychangi
ngacur
ri
cul
um wedontmeant
haty
oul
eav
etheol
donecompl
etel
ybecausenot
ev
ery
thi
ngi
sbadi
ntheol
done.
 Changeofacur
ri
cul
um mustcomebuti
tisnotaneasyt
askt
ochange,
ther
emustbea
f
undament
alchangei
.e.mustshowpr
act
ical
l
ythatt
her
eisachange.
 Basi
cpr
obl
emsandsi
tuat
ions,
whi
char
ecent
ral
int
hel
i
feoft
hel
ear
ner
,shoul
dbecent
ral
in
educat
ion.
 Thecont
entandor
gani
zat
ionofl
ear
ningexper
iencesar
edet
ermi
nedbyt
heexper
iencesoft
he
l
ear
ner
sast
heydeal
wit
hthei
rev
ery
dayconcer
nsandt
hechangesi
ntheenv
ironment
.
 Cur
ri
cul
um pl
anni
nghasbecomeacont
inuouspr
ocess,
wit
hamor
eint
imat
erel
ati
onshi
p
bet
weenwhati
slear
nedi
nschool
sandwhatoccur
sinl
i
feandoutoft
hecl
assr
oom.

ROADBLOCKS/CHALLENGES/BARRI
ERSTOCHANGE
1.Pr
ofessi
onal
andper
sonal
vest
edi
nter
est
se.
g.pr
ofessor
scommi
tt
edt
othei
rwor
kdontwant
t
oloset
hei
rfameandst
atus.Sot
heysaf
eguar
dthei
rint
erest
sanddontwantt
obeeasi
l
y
r
epl
acedbyot
her
s.Peopl
eofpr
ofessi
onal
int
erest
sar
ebookpubl
i
sher
sandt
heyf
eart
hat
changewi
l
lint
erf
erewi
tht
hei
rpr
ofessi
onal
income.
2.Thepr
obl
em of“
iner
ti
a”i
.e.at
endencyt
omai
ntai
nst
atusquoi
.e.t
oremai
nwher
eyouar
e.
Thi
spr
obl
em i
sbasi
cint
hatwecantacceptchange.
3.Ther
eisapr
obl
em ofbur
eaucr
acy
. Thi
sisont
heer
roneous(
assumpt
ion)t
hatt
heboss
knowsal
ltheanswer
s.“
Theel
deri
sal
way
sri
ght
”i.
e.y
ousur
roundy
our
sel
fwi
thar
ingof
near
byv
oiceswhowoul
dal
way
stel
lyouwhaty
oual
readyt
hinki
sri
ghtorwhaty
ouar
eal
ready
goi
ngt
odo.I
nmoder
ndemocr
ati
ccommuni
ti
es,
communi
cat
ioni
sntonl
yfr
om t
opt
obot
tom
butal
sof
rom downt
otop.Bur
eaucr
acymustbemodi
fi
edt
oal
l
owhor
izont
alcommuni
cat
ion.
4.Ther
eisal
way
sat
imel
agbet
weent
heor
yandpr
act
ice.Somepeopl
esayt
imel
agi
sabout50
y
ear
s.Concept
ual
l
y(i
nyourmi
nd)
,youcantacceptchangebutdontt
hinky
ouhav
ereal
l
y
accept
edchangei
.e.usual
l
ychangei
stheor
eti
cal
.Ineducat
ion,
itt
akesal
ongt
imet
o
t
ransf
err
esear
chr
esul
tsdonei
ntopr
act
ice.

58successi
nCUS1201