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The curriculum is a comprehensive plan for an educational/ training programme / course to offer new/improved manpower to fulfill the rising

need of a dynamic society. The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal competence (Daniel Tanner, 1980).

Official curriculum School-based curriculum - is a programme of selected content and learning experiences offered by a school and capable of either modifying or changing learners behaviour.

Discipline Design Correlation Design Broad field design

It represents a different offer made by a school apart from that suggested by the Ministry of Education. It is elaborated in school and implies the statement of new specific competences that are not stipulated in the official programme.

It implies the choice of a topic that is common to at least two disciplines from the same curricular area . In this case, the specific competences of the new discipline will be formulated starting from the specific competences of the correlated disciplines.

It is formulated starting from a complex interdisciplinary competence, by the intersection of disciplines pertaining to various curricular areas.

Taba (1962: 12) and other writers suggest several steps to be followed: 1. Diagnosis of needs; 2. Formulation of objectives 3. Selection of content 4. Organisation of content 5. Selection of learning experiences 6. Organisation of learning experiences 7. Determination (Evaluation)

Who are the learners?

Who are the teachers? Diagnosis of Needs

Why is the programme necessary?

Where will the programme be implemented?

How will it be implemented?

At this stage, the goals are written as statements of intent that describe the behaviour which children are expected to exhibit as a result of studying the curriculum. Therefore, we are establishing the competences that learners have to acquire by the end of the course, the values and attitudes that we want to promote.

This stage is concerned mainly with the identification of content that can be included and arranged to correspond to the maturity and development levels of the learners. Therefore, at this point we are deciding the thematic organisation and the language functions and structures that students have to acquire by the end of the course.

This stage is concerned with the identification of relevant learning experiences that will enable learners to understand and appreciate the content. It refers to: types of activities, resources, forms of organisation, techniques and methods of teaching.

Consideration is made at this stage as to whether the desired outcomes have been met. In order to accomplish this, it is necessary to measure learners accomplishments and compare them with the objectives identified at the beginning of the curriculum planning process. The results of the evaluation will be used for curriculum improvement. At this stage we are presenting the strategies used to evaluate learners accomplishments.



Description & Importance of the programme

2. Description of the programme we give details about:

-Curricular area - Discipline -Title - Time - Class -Number of hours / year -Teachers name

3. General and specific competences 4. Values and attitudes 5. Contents

-Thematic organisation - Language functions - Language structures - Types of activities - Resources - Evaluation

6. References 7. Year planning 8. Semestral planning 9. Examples of activities

Refereces: 1. American association for the Advancement of Science. Design for Science Literature available at dfs/designs/chapter1.pdf 2. Curriculum la decizia scolii CDS available at pdf 3. Motlotle, Kgomotso et alii. 2000. Curriculum Practice. Zimbabwe: C.O.C. available at 4. Potolea, Dan, Manolescu, Marin. 2006. Teoria si metodologia curriculumului, Bucuresti available at