Scribd
Upload
105 views

Ed. 442 Curriculum

Uploaded by

Magneto Eric Apollyon Thorn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
105 views

Ed. 442 Curriculum

Uploaded by

Magneto Eric Apollyon Thorn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Course title: Fundamental of Curriculum

Course No. : Ed 442 Nature of Course: Theoretical


Level: B.Ed. Credit Hours: 3
Semester: Fourth Teaching Hours: 48

1. Course Description
This course is designed for providing students with fundamental concept of curriculum
and curriculum development. The course intends to equip students with knowledge on the
bases of curriculum development and its components. Further, it aims at providing students
with general understanding of the process of curriculum development and study of existing
school level curriculum of Nepal.
2. General Objectives
The general objectives of this course are listed below:
 To acquaint students with different meanings of curriculum.
 To make students familiar with various bases of curricular decisions.
 To enable students to figure out various components of curriculum.
 To make students familiar with the curriculum development process and existing
school level curriculum of Nepal
 To equip students with skill of preparing some components of curriculum.
3. Specific Objectives and Contents
Specific Objectives Contents
Unit 1: Introduction to Curriculum (5)
 Explain different meanings of 1.1. Curriculum as subject
curriculum. 1.2. Curriculum as courses of study and syllabus
1.3. Curriculum as experiences
1.4. Curriculum as objectives
1.5. Curriculum as plan of learning.

Unit 2: Bases for Curricular Decision Making


 Identify bases for curricular decisions. (17)
 Relate different philosophical bases 2.1 Philosophical bases
with curriculum. 2.1.1 Philosophy and curriculum
2.1.2 Idealism and curriculum.
 Justify the need of studying society and 2.1.3 Naturalism and curriculum.
culture for curriculum development. 2.1.4 Pragmatism and curriculum.
 Exemplify socio-cultural factors to be 2.1.5 Realism and curriculum
addressed by curriculum. 2.2 Society and culture
 Identify various nature of knowledge. 2.2.1 Society, culture and curriculum
 Elucidate how nature of knowledge 2.2.2 Socio-cultural factors influencing
influences the curricular decisions. curricular decisions
2.3 Nature of knowledge
 Clarify why need, interest and  Knowledge as contents and process.
maturation of child should be addressed  Levels of contents
by curriculum  Explosion and obsolescence of knowledge.
 Explore ways of addressing the need 2.4 Nature of learner
of children with special needs .  Need, interest and maturation level
 Learning needs of children with special
needs.

Unit III: Curricular Components (17)


 Explain aims, goals and objectives of 2.3 Aims, goals and objectives
curriculum.  Concepts and relationship
 Construct goals and objectives for  Types of objectives: general and specific
various subjects.  classification of objectives: cognitive,
affective and psychomotor
2.4 Content: selection and organization
2.5 Teaching-learning experiences
 Describe the criteria of selection and  Criteria of selecting and organizing
organization of content and learning Learning Experiences
experiences.  Teacher initiated and learner initiated
 Justify the need of assessment / experiences
evaluation of student learning 2.6 Evaluation /assessment of student learning

 Identify the steps of curriculum Unit 4: Process of Curriculum Development (5)


development. 4.1 Concept of Curriculum Development.
 Describe the process of school 4.2 Steps of Curriculum Development.
curriculum development in Nepal. 4.3 School level Curriculum Development
Process in Nepal.

Unit 5: Existing School Level Curriculum of


Nepal (5)
5.1. Level wise goals: Pre-Primary, Basic and
 Assess the structure,goals , learning Secondary
outcomes, teaching methods and 5.2. Structure of curriculum of each level
evaluation process stated in the 5.3. Components of subject-wise curriculum:
existing school curriculum of Nepal.  Introduction
 Level wise competencies
 Grade wise learning outcomes
 Skills/ scope and sequence and elaboration
of contents
 Facilitation Process for learning
 Assessment of student achievement
5.4. Review of school curriculum of Nepal

Note: The figures in the parentheses indicate approximate teaching hours for respective units .
4. Instructional methods

Two modes of instruction, general and specific, can be applied. General mode consists of
techniques applicable to most of the contents whereas, specific ones are applicable to specific
contents.

4.1. General Methods


This method requires following activities:
a) Introductory presentation on each topic of the unit by teacher.
Lecture, discussion, question-answer, argumentative sessions.
b) Presentations by students.
4.2 Specific Methods
a) Unit II: Society and culture
 The students will be involved in discussion, brainstorming on the nature of
Nepalese society and culture and explore the aspects to be addressed by
curriculum. Presentation of the outcomes in the classroom followed by
feedback.
 Prepare an outline of some components of curriculum in subject of your
interest.
b) Unit IV: Process of Curriculum Development
 The students will consult concerned agency such as CDC and find out the
process of school level curriculum development.
 Presentation and discussion on pros and cons of curriculum development
process in the classroom.

Unit V: Existing school level curriculum of Nepal

 Group assignment on identifying structure of school curriculum.


 The students will visit the school and observe the transaction of curriculum
in classroom.
5. Evaluation

5.1 Internal Evaluation 40%

Internal evaluation will be conducted by subject teacher based on following activities:


1) Attendance 5
2) Class participation 5
3) First assignment (Group work based on unit I, II, III & IV) 10
4) Second assignment (Pair work based on Unit V) 10
5) Third assignment (Written test: objectives and subjective) 10
Total 40

5.2 Final/Semester Evaluation 60%

Examination Division, office of the Dean, Faculty of Education will conduct final examination at
the end of semester.

Objective type question (Multiple choice 10 x 1ponts) 10


Short answer questions (6 questions x 5 points) 30
Long answer questions (2 questions x 10 points) 20
Total 60

6. Recommended Books and references

Recommended Books

Government of Nepal (2063 BS). Primary Education Curriculum Grade 1-3 (Nepali Version) ,
Sanothimi, Bhaktapur. Curriculum Development Center (UNIT V)
Government of Nepal (2065 BS). Primary Education Curriculum Grade 3-4 (Nepali Version) ,
Sanothimi, Bhaktapur. Curriculum Development Center (Unit V)
Government of Nepal. (2069 BS). Basic Education curriculum Grade 6-8. Sano thimi
Bhaktapur. Curriculum development Center. (Unit V)
Government of Nepal (2063 BS). National Curriculumk framework (Nepali Version) ,
Sanothimi, Bhaktapur. Curriculum Development Center (UNIT IV)
Government of Nepal (2064 BS). Local Curriculum Development Manual (Nepali Version),
Sanothimi, Bhaktapur. Curriculum Development Center (UNIT IV)

Ornstein, Allan and Hunkins, Francis P., (2004) Curriculum: Foundations, principles and Issues.
Boston, USA, Allyn and Bacon (UNIT II).
Saylor . J. Galen and Alexander.William M. (1974) Planning curriculum for schools. New York, USA .
Holt, Rinehart and Winston, Inc.(UNIT I)
Taba, Hilda (1962) Curriculum Development, Theory and Practice New York Harcourt, Brace & Inc.
(UNIT II , III and IV)
Tyler. Ralph W.( 1974) Basic Principles of curriculum and Instruction. Chicago , USA. The University
of Chicago. (UNIT III)
Wheeler, D.K. (1979) Curriculum Process. London, Great Britain Hodder and Stougton(NIT II and IV)
References
Print, Murray. ( 1988) . Curriculum Development and Design. NSW Australia. Allen and Unwin.
Ross S. James (2008) Groundwork of Educational Theory New Delhi India , Surjeet Publication.
Sowell, Evelyn J. (1996). Curriculum: An Integrative introduction. New Jersy, Prentice Hall Inc.
Tanner, D. & Tanner, L.N. (1980) Curriculum development, theory into practice, 2nd edition, New York:
Macmillan Publishing Co., Inc.
Zais, Robert S. (1976). Curriculum: Principles and Foundations. New York. USA Harper and Row,
Publishers.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy