Beth yw cwricwlwm? What is a curriculum? -...

Dr Elsie Reynolds

Beth yw cwricwlwm?

What is a curriculum?

Cyflwyniad i’r cysyniad o Gynllunio a Datblygu’r Cwricwlwm • Trafod Anghenion Cwricwlwm • Cynllunio i bwrpas penodol • Adfyfyrio a gwerthuso

Introduction to the concept of Curriculum Design and Development • Discuss Curriculum requirements • Plan for a specific need • Reflect and evaluate

Beth Cwricwlwm? What is meant by ‘Curriculum’? • The Curriculum is the activities that … experience as learners in a place of education. • The Curriculum is activities undergone by learners and determined by teachers. • The Curriculum is the whole gamut of things a learner may do in a school of college. • The Curriculum is a series of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided that the capabilities described by specified prior units have already been mastered by the learner.

The Curriculum is what the learners should do. The Curriculum is the subject matter or content taught. Curriculum consists of objectives, content, methods and evaluation.

The above definitions suggest that the Curriculum involves learning - where, is debatable.

Mae’r diffiniadau uchod yn awgrymu bod y Cwricwlwm yn ymwneud â dysgu - y lle sy’n amheus.

The Curriculum should equip students directly for their role as members of society. The Curriculum should be something which equips students directly by training them for jobs in society.

The purpose of the curriculum may vary depending on who has arranged it (e.g. lead bodies) and this in turn will affect what the curriculum covers.

Gall pwrpas y cwricwlwm amrywio yn ôl y rhai sy’n trefnu (e.e. cyrff arweiniol) a gall hyn wedyn effeithio ar ei gynnwys.

Key to Curriculum Planning:

... forge educationally sound and logical links between planned intentions, course content, teaching and learning methods and the assessment of student learning while taking full account of student characteristics. ... curriculum development should be an ongoing process.

Allwedd i gynllunio’r Cwricwlwm

... sichrau cysylltiadau addysgiadol a rhesymegol cadarn rhwng yr hyn sydd wedi ei gynllunio, cynnwys y cwrs, dulliau dysgu ac addysgu ac asesiad dysgu’r myfyrwyr tra’n ystyried yn llawn nodweddion y myfyrwyr. ... dylai datblygiad y cwricwlwm fod yn broses ddi-dor,

7

Fframwaith Cyffredinol

Iechyd a Diogelwch

Cynnwys

Adnoddau

Anghenion Cyfreithiol

???

Cyfle Cyfartal

Cyflwyno

Cyfleoedd dysgu

Adnoddau

Sgiliau

Anghenion Dysgwyr • Gallu ar ddechrau’r cwrs • Lefel cymhelliant • Disgwyliadau • Amser • Cyrsiau eraill • Nifer • Cystadleuaeth • Oedran? • Cyrsiau ar gyfer myfyrwyr • Myfyrwyr ar gyfer cyrsiau • Cyfrifoldeb personol / sefydliadol • Dulliau dysgu

Learners’ Needs • Existing level of knowledge • Level of motivation • Expectations • Time constraints • Other courses • Number registered • Competition • Age? • Courses for students • Students for courses • Personal / Institutional Responsibilities • Learning styles

•  Personalities •  Backgrounds •  Different values •  Gender •  Laws / Policies •  Flexibility •  Adjustment to education •  Specific needs e.g.

overseas, mature •  Language used - e.g.

jargon, dialect •  Own attitudes, behaviour,

values and beliefs

•  Personoliaethau •  Cefndiroedd •  Gwerthoedd gwahanol •  Cenedl •  Deddfau / Polisiau •  Hybylygrwydd •  Addasu ar gyfer addysg •  Anghenion arbennig e.e.

tramor, aeddfed •  Iaith e.e. terminoleg,

tafodiaith •  Agweddau, ymddygiad,

gwerthoedd a chredoau personol

The Curriculum beyond school is full of tensions: • In professional courses between academic and professional criteria. • Vocational courses involve social elements • Recreational courses may involve personal and social elements.

Mae’r Cwricwlwm wedi ysgol yn llawn tensiynau: • Mewn cyrsiau proffesiynol rhwng meini prawf academaidd a phroffesiynol • Gall cyrsiau galwedigaethol yn cynnwys elfennau cymdeithasol • Gall cyrsiau o ran difyrrwch yn cynnwys elfenau personol a chymdeithasol

Dotted lines -Decisions should reflect general aims or ethos

Double headed arrows - interrelationships

Eraut 1975

Rowntree’s Educational Technology Model (1982)

Purposes

Design of Learning

Evaluation

Improvement

Start?

Constraints

Aims

Politics

Attitudes Resources

Costs

Objectives

Methods

Assessment

Content Evaluation

Mainwaring & Elton 1984

Processes of Curriculum Development

Values and Needs

Implementation

Design Evaluation

and Review

Support Systems

Learners Teachers

Industry/Commerce Community Marketing

Student centred Industry centred

Negotiated Centrally Determined

Progression Access (Entry) Acceptability Co-ordination

Monitoring Evaluation

Review/change Marketing

Teaching/Learning Strategies

Mode of Delivery materials Development

Access guidance New Tech

Assessment Standards

Resources: Facilities, Support Staff,Finance

Staff Development Research Information

Information and Dissemination Systems

FOUR CONCEPTIONS OF CURRICULUM •  The official curriculum •  The hidden curriculum •  The observed curriculum •  The curriculum-as-experienced

Pollard & Triggs (1997)

THE OFFICIAL CURRICULUM • “A planned course of study” • Explicitly stated programme of learning • States intended curriculum content • Structures sequence and progression, framing content and course activities • Designed to challenge students and match learning needs

HIDDEN CURRICULUM • All that is learnt during school/college activities that is not a designated part of official curriculum • What is “picked up” about eg role of teacher/learner, status, attitudes to learning • Implicit, embedded in taken-for-granted procedures and materials • May be unrecognised and often examined • Can have profound effect on self image on students, and  a#tudes  to  educa+on/other  social  groups  

OBSERVED  CURRICULUM    

• What  can  be  seen  as  taking  place  in  classroom  • May  be  different  from  intended  official  curriculum  

CURRICULUM-AS-EXPERIENCED • The parts of the curriculum (official and hidden) that actually connect meaningfully with students • Arguably only this aspect which has educational impact – rest is often forgotten!

VOCATIONAL CURRICULUM  Characterised  as:  •  Experien+ally  based  in  terms  of  content  and  teaching  method  

•  Directly  relevant  to  student  needs  •  Emphasis  on  core  skills  

Marsh,  1997  

VOCATIONAL  CURRICULUM    Orienta+on:  •  Tend  to  be  explicit  in  outcomes  •  Selec+on  of  content  has  input  from  industry,  government,  community  as  well  as  educators  

•  Emphasis  on  student-­‐centred  learning  •  Typically  based  on  small  units,  separately  assessed/cer+ficated  

ACADEMIC CURRICULUM 16-19  • Perceived as educationally elite, high status, traditionally thought of as more challenging • Classroom based • Focus on knowledge of given subject area determined by subject experts • Emphasis on end of course external exams • At advanced level, free choice of subjects • “A-level” curriculum dependent on institution • Can reinforce inequalities

Young  &  Leney  (1997)  

COMMUNITY  EDUCATION    •  Traditionally cultural and recreation

subjects •  Often held in community venues •  Voluntary attendance •  Usually non-accredited, although

accreditation increased for funding purposes

MODELAU

MODELS

PRODUCT MODEL  Also known as behavioural objectives model •  Some key theorists: Tyler (1949),

Bloom (1965) •  Model interested in product of

curriculum  

FOUR  FUNDAMENTAL  QUESTIONS  

• What  are  aims  and  objec+ves  of  curriculum?  • Which  learning  experiences  meet  these  aims  and  objec+ves?  • How  can  the  extent  to  which  these  aims  and  objec+ves  have  been  met  be  evaluated?  • How  can  these  learning  experiences  be  organised?  

• (Adapted  from  Tyler  1949  [1902-­‐1994])    

ADVANTAGES OF PRODUCT MODEL •  Avoidance of vague general statements of

intent •  Makes assessment more precise •  Helps to select and structure content •  Makes teachers aware of different types and

levels of learning involved in particular subjects

•  Guidance for teachers and learners about skills to be mastered

CRITICISMS  OF  PRODUCT  MODEL  •  At lower levels, behavioural objectives may be

trite and unnecessary •  Difficult to write satisfactory behavioural

objectives for higher levels of learning. •  Specific behaviours not appropriate for

affective domain •  Discourages creativity for learner and teacher •  Enshrines psychology and philosophy of

behaviourism •  Curriculum too subject and exam bound

PROCESS  MODEL  

Focusses on

•  teacher activities and teacher’s role •  Student and learner activities (perhaps

most important feature) •  Conditions in which learning takes place

Key thinker Stenhouse (1975)  

PROCESS  MODEL    •  Emphasis on means rather than ends •  Learner should have part in deciding

nature of learning activities •  More individualised atmosphere •  Assumption that learner makes unique

response to learning experiences    

ADVANTAGES OF PROCESS MODEL • Emphasis on active roles of teachers and learners • Emphasis on learning skills • Emphasis on certain activities as important in themselves and for “life”

DISADVANTAGES OF PROCESS MODEL •  Neglect of considerations of

appropriate content •  Difficulty in applying approach in some

areas

(Process  and  Product  model  from  Neary,  M.  (2002)  Chapter  3)  

MOTIVATORS • Responsibility • Autonomy, • Being challenged or stretched • Receiving feedback, • Variety • Learning, Personal development • Team support / effective leadership • Rewards (money, benefits) • Status • Promotion • Success in meeting objectives

CYMHELLION • Cyfrifoldeb • Rhyddid • Derbyn sialens • Derbyn adborth • Amrywiaeth • Dysgu, Datblygiad Personol • Cefnogaeth tim ac arweiniad effeithiol • Gwobr • Statws • Dyrchafiad • Llwyddiant yn cyrraedd yr amcanion

• Instructor's enthusiasm • Relevance of the material • Organization of the course • Appropriate difficulty level of the material • Active involvement of students • Variety • Rapport between teacher and students • Use of appropriate, concrete, and understandable examples

• Brwdfrydedd yr hyfforddwr • Perthnased y deunydd • Trefniant y cwrs • Lefel y deunydd • Cynhwysiant y myfyrwyr • Amrywiaeth • Perthynas rhwng yr athro a’r myfyriwr • Defnydd o enghreifftiau pendant a hawdd eu deall

DEMOTIVATORS • Underload or Overload • Boredom / Routine • Imposed authority • Negative colleagues / peers • Lack of participation in decision making • Physical environment • Lack of reward • Lack of clarity about objectives

ELFENNAU NEGYDDOL • Gormod / rhy fach o waith • Diflastod / Undonedd • Awdurdod gorfodol • Cydweithwyr negyddol • Diffyg mewnbwn mewn penderfyniadau • Amgylchedd • Dim gwobr • Amcanion aneglur

•  Poor communication •  Rigid policies •  Poor administration •  Ineffective supervision /

leadership •  Imposed unrealistic

targets

•  Cyfathrebu gwael •  Polisiau caeth •  Gweinyddu gwael •  Arolygu ac arweiniad

aneffeithiol •  Targedau afreal

Needs Analysis

Organisational, Management and

institutional context

The general philosophy or ideology of the

institution

Anghenion

Rheolaeth, Sefydliadol,

Athroniaeth gyffredinol neu ideoleg y sefydliad

Qualifications and Assessment Framework

Fframwaith Cymwysterau ac Asesu

The kind of students being catered for

Math o fyfyrwyr

Aims, Objectives and Methods

Nod, Amcanion a Dulliau

Content and Structure Cynnwys a Strwythur

Resources Adnoddau

Asesu, Adborth a Gwerthuso Assessment, Feedback and Evaluation

BIBLIOGRAPHY  Pollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education. London: Continuum Young, M. & Leney, T. (1997) From A-levels to an Advanced Level Curriculum of the Future in Hodgson, A. & Spours, K. (eds) (1997) Dearing and Beyond. London: Kogan Page Marsh, C.J. (1997) Perspectives: Key concepts for understanding curriculum 1. London: Falmer Press Bloom, B. (Ed) (1956). Taxonomy of Educational Objectives. Handbook 1 cognitive domain. London: Longman. Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press. Eraut, M., Goad, L., & Smith, G. (1975). Analysis of Curriculum Materials. Brighton, UK: University of Sussex.