Professional Documents
Culture Documents
K) What Expectations am I taking away with me? (At the end of the workshop)
Curriculum Manual 41
CURRICULUM CONSTRUCTION
based on EXTERNAL NEEDS and REQUIREMENTS
Once the principles upon which the curriculum should be constructed have been
agreed, and the approach decided, the next stage is to work through the following steps to
produce a working timetable. This should provide a weekly framework for teaching all that
needs to be learnt while truly reflecting the ethos, or principles, of the curriculum. This process
involves the following general stages:
STAGE 1. Listing the needs and requirements to be met by the training programme,
and its constraints.
STAGE 2. Identifying the subjects to be taught that will relate to these needs.
Reference to the Classification list may help here as menu from which to select topics,
but it should not be considered as a model of what ought to be included.
God’s
Student’s Requirements
Needs 1.
World’s
Church’s 1. 2.
Needs Faculty’s
Needs 2. 3. etc
1. Constra
1. 3. etc
2. ints
2. 3. etc 1.
3. etc
2.
3. etc
STEP 3. Place these groups in order of priority.
STEP 4. The next step attempts to sort out what is appropriate to teach at various educational
levels –
Certificate (facts, examples),
Diploma (interpretations of a text, Biblical studies),
Degree (concepts, theories, evaluations)
STEP 5. List, under the headings of the four learning domains, the learning objectives that
may be expected to meet each of the needs listed above. This is a brainstorming
exercise where the following key questions should be answered:
To meet this need, (e.g. God’s R. No. 1) what does the student need to KNOW?
i.e. 1.
2. To meet this need, what does the student need to be able to DO?
3. etc1.
2. To meet this need, what does the student need to BE? (Character,
3. etcattitude)
1. To meet this need, what does the student need to SEE? (Understand)
2. 1.
3. etc2.
3. etc
(STAGE 2)
STEP 6. Identify the subjects or topics to be taught in order to achieve these objectives.
Add in any additional subjects suggested by scanning the CLASSIFICATION list.
Consider why they should be added. (What needs do they meet?)
Check whether or not each of the four learning domains is represented adequately.
Finally ask: is anything missed out that is significant or important for a balanced
coverage of this area of learning?
STEP 8. Group all subjects, with their learning objectives attached, under Course
headings.
STEP 9. [optional] Decide where subjects from different departments / domains could be
integrated. (See Appendix F)
Note: This is a big and important area of planning. It should only be attempted when there
is sufficient time, experience and commitment to do the work of integration carefully.
Otherwise natural over-lapping of subjects may be a more practical option.
STEP 10. Decide what programmes leading to student accreditation to offer (e.g.
Diploma,
B.Th., M.Div., etc.).
(STAGE 3)
STEP 11. Allocate credit hours.
Note: A Credit Hour usually = 1 classroom period per week per 10- or 12- week
term,
I.e. 10 or 12 classroom “hours”
(Note: an “hour” sometimes means only 45 minutes!).
Decide A) how many credit hours would seem appropriate for each course in theory.
Evaluate the weighting given to each subject in the context of the total
curriculum being planned.
Decide where “balance” means equal proportion
and where appropriate proportion.
Ask: Is the time spent on each subject proportionate to its significance?
B) how many credit hours in total to expect of each programme.
Read off from the “Three Year Plan” the subjects noted and plot them onto the “Time-
table sheet.
Revise the “Credit Hours” allocation to ensure that the number of classroom periods is
realistic for both student and teacher.
This raises the question: how many class periods should students be expected to sit
through?
30 x 45 minute periods per week? (Too “heavy”?)…
Or only 10 x 1 hour periods per week? (Too “light”?)
Curriculum Manual 44
Change is always threatening. New ideas introduced in a rush often fail, especially if they are
not properly absorbed and digested. Old ways generally contain some merit and they have the
advantage of being tried, familiar and understood! For these reasons it is best to progress
slowly rather than swiftly, allowing everyone time to reflect on what is happening during
change and to adjust at their own pace.
What has been set out in the preceding pages represents an approach that is closer to an ideal
than to what can be realistically achieved at a first attempt, given the pressures of time, the
probable lack of sufficient teachers and just the urgency of the need “to teach the next class”.
So at the first attempt at revising a Curriculum it may be best simply to select from many
possibilities (as shown on the CLASSIFICATION list) and then prioritise, selecting only the
most important subjects (see Appendix B). In making such a selection the four Learning
Domains should also be checked to assess what kind of balance is being achieved by the
suggested reforms.
A later revision, say after three years of using the earlier attempt, might include additional felt
needs (identified through reflective research and expressed by formulating specific
measurable objectives) and again prioritise. In this selection more attention will be made to
the needs of the student, of the work for which (s)he is being trained, of the church, of the
community, of the nation, and even of the world (e.g. ecology).
Ultimately it may prove possible to construct a Curriculum that begins in each learning
domain with key objectives relating directly to the issues of Christ’s Kingdom. These learning
objectives would address first those issues that affect the honour of God’s name, and then
secondly the human needs of a fallen world, whether of the individual before redemption or of
the redeemed body of Christ visibly manifest in the Christian community. Such a Curriculum
would be need-related and integrated rather than degree-driven and departmental.
In the meantime let us all, students, teachers and leaders alike, “run with resolution the race
which lies ahead of us, our eyes fixed on Jesus” who is our model, mentor and teacher in
working out our programmes in the complex but crucial process of Theological Education.