Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.

1. Dr. Cynthia Crump
From Theory To Practice

2. Objectives of Workshop
 Improve … understanding and practical employment
of the curriculum development process;
 Explore current debates and research scholarships … in
core areas
 Practise ..reviewing and developing curricula and
support systems….

3. Curriculum Plan Guide
 (i) selecting committee members
 stating the underlying belief statements;
 (ii) describing the characteristics of the students;
 (iii) identifying the subjects in the current review
cycle; and
 (iv) outlining interrelated actions and key
stakeholders throughout the curriculum process.

4. Strategic Plan
Design
philosophy
Set goals
and
objectives
Identify
methods
/
strategies
Implement
Monitoring
and
Evaluating
Revise /
Review
Needs
Assessment
Committee
selection

5. Strategic Plan
Design
philosophy
Set goals
and
objectives
Identify
methods
/
strategies
Implement
Monitoring
and
Evaluating
Revise /
Review
Needs
Assessment
Committee
selection
Ongoing
Professional
development

6. Curriculum Teams
 Stakeholder groups are
integral to the curriculum
development process.
(Meyers & Bushney, 2008).
 curriculum director
 curriculum writers
 Evaluator
 Facilitator
 supervisors
 students
 parents
 teachers
 administrators
 organizations/bureaucraci
es
 employers, government
departments
 consultants
 specialists or experts
mentors
 coaches
 academics
 community groups

7. Needs Assessment
PURPOSE DATA COLLECTION
 to identify what is needed
and by whom based on the
issues observed in the
selected environment (El
Sawi, 1996).
 main evaluator
(guide/Leader)
 Members of the curriculum
team
 Questionnaires
 Interviews
 focus groups
 observation schedules.

8. Needs assessment
issues
competencies
Committee
members

9. At the top of a sheet of paper , indicate your stakeholder group. Then
write answers to the following questions….
1. How do you define a ‘National Curriculum’ ?
2. Why do we need a ‘National Curriculum’ ?
3. What might influence the components of a curriculum?
4. Name a subject (Primary and Secondary /teach or
interest) –
i. What is the MAIN purpose of teaching/learning the
subject?
ii. What is the MAIN hindrance in achieving the purpose?
iii. Who should write the curriculum?
5. What might your specific role be in the curriculum
development process?
6. What is the purpose of EDUCATION?

10. Belief Statements
National
Goals
mission
philosophy
vision

11. Mission statement
To provide for all citizens and
residents, in collaboration with
other stakeholders, a
comprehensive course of
lifelong education which will
enable individuals to develop
and achieve their full potential,
allowing them to make a
meaningful contribution to
National Development.

12. National goals, mission, vision
What is the emphasis?
What theories influence statements?
What is the purpose of schooling?
How do national goals match up to the
theory/philosophy of developing the ideal citizen?

13. Goals, Mission & Vision: Emphasis
[Source: adaptation of www.freeclipart.com]
Citizenship – respect, culture,
national unity, diversity, rights
and responsibilities
Globalization,
regionalization,
nationalization and
knowledge economy
Gender issues -
equality
history, role of labour
and entrepreneurship
Critical and creative
thinking
Science & Technology
and the environment
Personal and social skills and
dispositions: self and others
Core skills: literacy and
numeracy, speaking and
listening and
questioning

14. UNESCO
FOUR IMPERATIVES
ARE THESE EMPHASIZED
IN THE NATIONAL GOALS?

15. CARICOM
THE IDEAL
PERSON:
ARE THESE
EMPHASIZED IN
THE NATIONAL
GOALS?

16. Student Characteristics
 WHO are we charged with moulding?
 Curriculum developers and instructors must
demonstrate understanding of:
 level of reasoning;
 moral and ethical issues influencing their behavior;
 the diversity between male and female and other issues
affecting physical growth and socialization;
 the role of interaction;
 self esteem and identity issues;
 their need for independence and decision making and
attention (Bucher & Lee Manning, n.d.).

17. Beneficiaries
studentsneeds
challenges
factors
characteristics

18. Needs/Gaps
 Local evidence
 Evidenced-based:
 lower performance than their counterparts
 Low motivation,
 low levels of literacy and numeracy
 Low self-esteem, inadequate learning strategies, and
distractions within the environment could be associated
with these problems.
 lack of motivation does result in lack of interest,
appreciation and unacceptable behaviors. (Gredler, 2005;
Lau & Chan, 2001)
 Gifted
 Special needs

19. Who is the ideal (National) student
Considering the goals, mission and
vision:-
Write statements to describe the
expected characteristics of students
who graduate from:
Primary school
Secondary school

20. Models
Content /product
Experience
Framework
outcomes-based
Standards-based
Competency-based
Bruner
Piaget
Tyler
Taba
Pavlov
Skinner

21. CREATE A VISION
STATEMENT TO
REFLECT
UNDERSTANDINGS OF
THE NATIONAL
GOALS , MISSION
AND VISION and THE
CHARACTERISTICS OF
THE IDEAL STUDENT.

22. Definitions
process product content
context praxis

23. INVENTORY!!
of curricula &
supporting
materials

24. The philosophy
of the
Department of
Education
WHAT
ARE THE
GUIDING
TENETS?

25. References
Gredler, M. (2004). Learning and instruction: Theory into practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Daniels, S. (2006). Oklahoma School district goes over the top. Quality Progress, 39(5), 51-59.
Dewey, J. (1997). Experience and education. (1st ed.). New York: Touchstone. (Original work published in 1938).
El Sawi, G. (1996). Curriculum development guide. Population Education for Non-Formal Education Programs of
Out-of-School Rural Youth. Retrieved February 02, 2010, from
http://www.fao.org/docrep/009/ah650e/ah650e00.HTM
Hubisz, J. (2003). Middle School texts don’t make the grade. Retrieved February 28, 2010, from
http://www.science-house.org/middleschool/whatsnew/PT-Hubisz05031.pdf
Jamison, K. (2002). Experiential learning model. Adapted from National 4-H curriculum Handbook, 1992.
Retrieved on February 20, 2010 from http://njaes.rutgers.edu/learnbydoing/ExperLrngInservice2002.ppt
Meyer, M. H., & Bushney, M. J. (2009). Towards a multi-stakeholder-driven model for excellence in higher
education curriculum development. SAJHE 22(6), 1229-1240.
National Curriculum Policy Framework (2009). Curriculum Development Unit. Ministry of Education, Antigua &
Barbuda.
Wiggins, G., & McTigue, J. (2006). Understanding by design. (2nd ed.). New Jersey, Pearson.