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Curriculum models

Curricula structure and theory
by

Stuart Mitchell

on 14 March 2015

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Transcript of Curriculum models

Curriculum
Structure
Model
Product
Process
Objectives Model
Content Model
Situational Model
Problem Centred Model
Expressive Model
Kerr defines curriculum as, 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.'
Subjects built on to each other,
collectively create final goal.

One piece of learning leads to the next

Based on the assumption that learning goes forward without being influenced on the way
Subjects are independent, not related to each other.
Together make up very broad topic.

For example, Art and Craft
Coordinated curriculum,
each section is topic in it’s own right.
When collected together they make overall goal.
Modular or NVQ courses, claimed together or as separate awards.
Several different themes with a common goal, link to make a final topic.

May increase in complexity before reaching goal.


Basics underpinned by functional or study skills.
Continually revisits topics in increasingly more complex situations.
Requires transferable skills.
Topic themes constantly run through the learning which gets broader as the knowledge and skills develop.
Behaviourist in style
Defines learning outcomes
Establishes learning
Organises learning
Measures learning
Prescriptive model
Transmits existing knowledge
Focus on intellectual development
Defined by a syllabus
Does not consider how
Emphasis in context, culture, society
Hidden curriculum
Considers the learner's experience
Application of knowledge
Discovery learning
Reflective
Active Learning
Personal goals
Experiential learning
the setting of objectives which are the learning goals and the means by which learning is measured.
the relationship between learner and teacher and therefore looks at the delivery of learning, the methodsby which the delivery is completed and the distance a learner travels
Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice, London: Paul Chapman
Context
Personalised Learning
E-Learning
Vocational
Learning
Widening
Participation
Needs of a
number of stakeholders

Design:
Learners need to have employment skills
Academic needs to provide qualifications
Employers need to fill its vacancies
Needs of
individual
Design: personal need, aspirational need, progression and transfer of skills and knowledge
Needs of
groups
Design: socio-economic benefits, local community, specific group or issue
Needs of
on-line support for self study

Design: complimentary provision or sole strategy for learning
WBL
(quoted in Kelly 1983: 10; see also, Kelly 1999).
Needs of
employers
Design: addresses requirements of employers and aims to raise a learner’s ability to gain employment.
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