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RULES and PRINCIPLES OF CURRICULUM DEVELOPMENT Curriculum planning as a strategic educational process for the improvement of learning first

appeared in the educational literature of the post-World War I era (Ornstein & Hunkins, 1988). Since that time, curriculum planners have utilized several different approaches in designing curricula to improve teaching and learning in light of changing societal factors (Hyman, 1973; Brandt, 2000). However, a curriculum planning framework that has effectively been utilized in the later half of the Twentieth Century to improve teaching and learning is based on the premise that curriculum planning activities should be designed to be Cooperative, Comprehensive, Concrete, and Continuous PRINCIPLES CURRICULUM FOR EXCELLENCE Challenge and enjoyment Children should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children to sustain their effort. Breadth All young people should have opportunities for a broad, suitably-weighted range of experiences. The curriculum should be organised so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life. ENTERPRISE IN EDUCATION Enterprise in education can help to motivate, challenge and engage children and young people within and beyond the classroom. Enterprising learning and teaching approaches which encourage innovation, participation and enthusiasm, and include real-life experiences, make learning more enjoyable for children and young people. Project-based enterprise learning activities provide new challenges and opportunities for learners to develop and demonstrate creativity, independence, planning and self-evaluation, reinforcing an appreciation of personal and career development, work-related experiences and lifelong learning. Children and young people develop an understanding of work and enterprise through a broad range of experiences, including work in specific curricular areas, cross-curricular activities such as enterprise projects, extra-curricular activities, out-of-school learning activities, career-planning activities, vocational learning, and a range of work experiences including part-time work. Establishing strong partnerships can create valuable opportunities for curricular enhancement as well as authentic learning experiences. Pupils benefit from the variety of contexts and diversity of approaches resulting from these partnerships with employers, parents, community and voluntary organisations, further education colleges, universities, training providers and training centres. Effective progression in enterprise in education requires careful planning to ensure the quality and relevance of learning experiences from 3 to 18. This will involve effectively managing cross-curricular and

Progression Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each

stage should build upon earlier knowledge and achievements. Young people should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early.

Depth There should be opportunities for young people to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together and exploring and achieving more advanced levels of understanding.

Personalisation and choice The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each young person increasing opportunities for exercising responsible personal choice as they move through their school career. Once they have achieved suitable levels of attainment across a wide range of areas of learning the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes. Coherence Taken as a whole, children's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of young people's learning, including opportunities for extended activities which draw different strands of learning together.

cross-sectoral communication, especially at times of transition. By building on earlier knowledge and achievements learners will progress at a rate which meets their needs and aptitudes. Personal learning planning offers an effective mechanism to focus on the needs and aspirations of the individual while keeping his or her options open. It is also an appropriate means for tracking individual progression and achievement and facilitates communication between school, home and key partners. Involvement in enterprise in education provides opportunities for children and young people to explore individual interests and strengths in greater depth. This helps maintain their interest and commitment to achieving personal goals. Work experience and parttime employment related to a specific career choice, or increased responsibilities associated with a particular role in school, are examples of activities which can lead to new and different perspectives or insights, and to greater depth of understanding. The wide range of learning contexts within enterprise in education allows scope for choice in activities and roles extending across and beyond subjects. It provides equality of opportunity not necessarily based on subject choice. This provides opportunities to capitalise on the strengths of individuals and to respond to their individual development needs. Experience of making personal choices and decisions from an early age, and as they progress through their school career, prepares children and young people for major choices in their future life and work. This, together with effective, relevant guidance and support, leads to more informed choices and wider options in career decisions. Emphasising connections can help children and young people make sense of their learning. They need the opportunity to think about what they are learning and to draw all the elements together so that the whole experience becomes more meaningful. They need to make connections in the areas of overlap. Enterprise in education, and the opportunities for extended activities it affords, provides practical opportunities for teachers and other educators to highlight connections between and across specific curricular areas, vocational learning experiences and career planning.

It provides opportunities to enhance coherence through activities linked to the daily life of the school. Links with partners in business, parents and the wider community can also be used to demonstrate the connections between learning experiences in different contexts. Relevance Young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future. Understanding the relevance of what they are learning, how it relates to stages and subjects across the school and to their present and future lives can motivate children and young people and challenge disaffection. Enterprise in education provides opportunities to learn, practice and develop enterprising skills consistently throughout the school to enhance a can do attitude. By explicitly relating what is being taught to aspects of life beyond school, and demonstrating where school fits in the wider world, teachers and other professionals and influencers can bring added interest and motivation to the learning experience. This in turn can lead to improved attainment and achievement by encouraging responsible learners

Curriculum Development Models According to Good (1972) and Travers (1973) Models are abstractions or representations of real world events kompleksatau system, in the form of narrative, mathematical, graphical, and lmabangother symbols. In Curriculum Development Models Used There are a few: 1. Model Tyler According to Tyler are four things that are considered fundamental to develop the curriculum, Namely: a. Determining goals b. Determining the learning experience c. Organizing learning experiences d. Evaluation 2. Taba Model There are five steps to the best model of curriculum development in Taba, Namely: a. Produce experimental units b. Test the experimental unit to obtain data in order find the validity and feasibility of its use. c. Revise and consolidate the units based on experimental data obtained in the trial. d. Develop overall curriculum framework e. Curriculum implementation and dissemination have been tested. 3. Model Oliva According to Oliva, a model curriculum should be simple, comprehensive and systematic. Curriculum development model is composed of 12 components, namely: a. Component 1: Philosophical formulation, target, mission and vision of the institution.

b. c. d. e.

Component 2: Analysis of the needs of the community where the school is located. Components 3 and 4: General purpose and special purpose curriculum Component 5 Organizing the design and implement curriculum Component and 7 Describe the curriculum in the form of the formulation of general objectives and specific learning f. Component 8 Define the learning strategy. g. Component 9 Preliminary studies on possible strategies or assessment techniques to be used. h. Component 10 Implement the learning strategy i. Components 11 and 12 Evaluation of learning and curriculum evaluation

4. Beauchamp model There are five steps in the process of curriculum development: a. Establish a curriculum change wilatyah b. Assign people to be involved in the process of curriculum development c. Establish procedures that will be taken, namely to formulate common goals and specific objectives. d. Curriculum implementation e. Implement a curriculum that involves evaluation 5. Wheeler model Curriculum development consists of five stages, namely: a. Determine the general purpose and special purpose b. Determining a learning experience that may be in the can by the students c. Determining the content or learning materials in accordance with the learning experience. d. Organize or integrate experiential learning with the content or learning materials. e. To evaluate each phase of development and achievement of objectives. 6. Nicholls Model Five steps development curriculum: a. Situation analysis b. Determining specific goals c. Determining the content of lessons and menorganisasi d. Determining and organizing methods e. Evaluation 7. Dynamic model Skilbeck Curriculum development steps: a. Analyzing the situation b. Formulating objectives c. Compiling program d. Interpretation and implementation e. Monitoring, feedback, assessment, and reconstruction

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