Curriculum planning involves making decisions about what to teach, why, and how to organize instruction. It occurs at multiple levels from defining broad frameworks to developing detailed lesson plans. Effective curriculum planning ensures coordination between goals, content, teaching methods, and assessments. It considers factors like students' needs, available resources, and educational research. The process requires collaboration between various stakeholders like teachers, administrators, parents, and experts to determine what is essential for students to learn.
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The process concerned with making decisions about what to
learn, why, and how to organize the teaching and learning
process taking into account existing curriculum requirements
and the resources available. At the general level, it often results
in the definition of a broad curriculum framework, as well as a
syllabus for each subject to be used as reference by individual
schools. At the school level, it involves developing course and
assessment plans for different subjects. At the classroom level,
it involves developing more detailed plans for learning units,
individual lessons and lesson sequences.
Curriculum planning by international education bearu
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“Is the process whereby the advance arrangement of
learning opportunities for a particular population of
learners is created”
L. NIEVES
Prof. Education
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The need for Exactness and Particularity in making
decisions about ends and means demands scientific
curriculum planning. Curriculum planning develop
well coordinated, quality teaching, learning and
assessment programs, which build students’
knowledge, skills and behaviors in the disciplines, as
well as their interdisciplinary and/or physical, personal
and social capacities. The full range of learning needs of
students are addressed
NEEDS AND IMPORTANCE OF CURRICULUM PLANNING
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• History
• Philosophy
• Social forces
• Psychology
• Religion
• Contemporary Issues
THE BASES OF CURRICULUMPLANNING
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1. National or State and Local curriculum
control.
2. Relationship of laymen, academic
scholars, and elementary school and
secondary school and collegiate educators
in curriculum planning, parents and etc.
2 MAJOR ISSUES AS TO WHO PLANS THE CURRICULUM
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• For a particular curriculum design
mentioned earlier, the learner is placed at the
center.
• The learners are the very reason a
curriculum is developed. They are the ones who
are directly influenced by it. Learners in all
levels make or unmake the curriculum by
their active and direct involvement
“LEARNERS”
AS THE CENTER OF THE CURRICULUM
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“Planning and writing the curriculum are the
primary roles of the teacher”.
• A teacher is a curriculum maker. He/she writes a curriculum
daily through a lesson plan , a unit plan or a yearly plan.
• The teacher addresses the goals, needs, interests of the learners
by creating experiences from where the students can learn. • The
teacher designs, enriches and modifies the curriculum to suit the
learner’scharacteristics.
• As a curriculum developer, teachers are
part of textbooks committees, faculty
selection boards, school evaluation committee
or textbook writers themselves.
“TEACHERS”
As curriculum developers and implementers
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• In a school organization, there is always a
curriculum manager or school administrator. In fact,
for school principals, one of their functions is being a
curriculum manager.
• They supervise curriculum implementation,
select and recruit new teachers, admit students,
procure equipment and materials needed for
effective learning. They also plan for the
improvement of school facilities and physical plants
“CURRICULUM MANAGERS
AND ADMINISTRATORS”
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• The school administrators play an important role in
shaping the school curriculum because they are the
people who are responsible in the formulation of the
schools’ vision, philosophy, mission and objectives.
• They provide necessary leadership in evaluating
teaching personnel and school program. Keeping
records
of curriculum and reporting learning outcomes are also
the manger’s responsibilities.
Why are school administrators and
curriculum managers important to
curriculum implementation?
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How do parents shape the curriculum and why are they
considered stakeholders? Here are some observations:
1.Effective parental involvement in school affairs may be
linked to parent educational programs which is central to
high quality educational experiences of the children .
2.The parents involvement extends from the confine of
the school to the homes. The parents become part of the
environment of learning at home.
3.In most schools the Parent Association is organized. This
organization is provided by law.
“PARENTS”
AS PART OF THE CURRICULUM PLANNING
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1. Identifying relevant substantive decisions at
increasing levels of specificity and precision
2. Checking for consistency between and among
the ends—and—means decisions by a two—
way process of derivation and evaluation at
each stage and by referring to data sources for
basic information
FACTORS IN
CURRICULUM PLANNING
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• Research affects many curriculum in many ways like
for example:
1. Sound proposals presented for considerations,
(Hypotheses to be tested by actual tryout in school
programs
2. People who are engaged in curriculum planning
can do their jobs effectively because they are aware
of the latest or least review, related studies about
curriculum change and etc.
THE USE OF RESEARCH IN
CURRICULUM PLANNING
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Aims and objectives
Curriculum planning starts with a definition of the
aims and objectives of the programme and can be
defined in terms of learning outcomes. Outcomes
describe the expected knowledge, skills, and attitudes
of a graduate of the programme, but do not define the
process by which they are produced.
Sam Leinster Office of Dean, School of Medicine, Health Policy,
and Practice, University of East Anglia, Norwich NR4 7TJ, UK
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The next logical step is definition of the content of the
program—the syllabus. As knowledge increases, selection of
essential content becomes more difficult. An overload of
content militates against the development of intellectual skills,
because understanding gets swamped in the memorization of
facts. The obvious solution is identification of core material that
every student must learn. Curiosity and self-directed learning
are then encouraged by some student-selected components to
the course. Identification of core material is, however, a
challenging process, and different approaches have been tried.
Discipline-based selection depends on asking experts from
various specialties to decide what is core for their discipline.
Subject experts tend to identify what is core to the practice of
their discipline, rather than what is core for the non-specialist.
Content
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A group of experts from the major disciplines meet to discuss
the knowledge and skills from each discipline that should be
regarded as core. The result is based on opinion not on
evidence, and different groups may reach different conclusions.
A more satisfactory approach is to identify the clinical cases or
presentations with which a graduate must be familiar..
A more satisfactory approach is to identify the clinical cases or
presentations with which a graduate must be familiar. The
main emphasis is on identification of typical cases, although
there are some less common cases that the graduate must be
able to manage effectively because the consequences of
misdiagnosis or poor management are serious.
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. Once the content has been identified it has to be
organized. No pattern of organization is empirically
better than any other, but students find it easier to
follow if there is some logic behind the arrangement.
Integration between subjects allows scientific
knowledge to be learnt in the clinical context in
which it will be applied.
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These should be established by best educational
practice underpinned by sound educational theory.
Active methods that require students’ participation
are more effective than passive methods, but must be
accompanied by good feedback to the students.
Clinical contact should be planned and purposeful
rather than opportunistic.
Methods of delivery
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Assessment must match the curriculum and should
measure each of the main curricular outcomes.
Resources In an ideal world, once structure and
content of the curriculum have been agreed, the
resources needed to deliver it would be planned. In
practice, available resources will constrain
curriculum design. Practical matters, such as time-
tabling and availability of staff, should be taken into
account in the design phase.
Assessment
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The quality of the evaluations
Framework and key definitions
Scientifically establishing curricular effectiveness
Recommended practices for the conduct of evaluation studies
conclusion
