By Ranita Banerjee Assistant Professor Economics Method Course

By Ranita Banerjee Assistant Professor, Economics Method Course 1. 4. 8 B Unit I Dynamics of Curriculum Development Theories of curriculum development

Curriculum Theory �Curriculum theory is an academic discipline dealing with assessing and modelling educational curriculum �In narrow sense it is the learning process of child in a classroom to broad areas of lifelong learning of a person �It deals with values, historical analysis of curriculum, perspectives regarding current curriculum, policy decisions, creating ideas of future curriculum

Theories of curriculum construction �Theory of curriculum construction is to be developed depending upon: � the needs of learners, � objectives of curriculum, � infrastructural facilities, �disadvantaged groups, � views of professionals, �social mobility, �opportunities of lifelong education, �educational policy of the state

Graphic model of curriculum construction objective method evaluation material

Thre curr e iculu mode ls of mc ons truc tion

SUBJECT CENTRED DESIGN Content given weightage Forms vertical structure of curriculum i. e. in terms of sequence 3. Forms horizontal structure of curriculum i. e. subject matter presented in a sequence 4. Aims, learning experiences are less important than content coverage 1. 2.

5. Encourages rote memory and knowledge acquisition 6. Easy approach to build a course 7. Easy to administer the curriculum 8. Does not pay attention to learners’ needs, experiences and individual differences

LEARNER CENTRED DESIGN 1. Learners’ needs, experiences and individual differences forms the basis of curriculum 2. Curriculum evolves as teacher & learner work together 3. Design can have many variations based on learner’s experiences 4. Does not prepare for life it is life in itself

5. Vertical structure of curriculum i. e. in terms of sequence & horizontal structure of curriculum i. e. subject matter presented in a sequence are absent 6. The curriculum lacks feature of continuity 7. Caters to individual differences thus suitable for open and distance education

PROBLEM CENTRED DESIGN 1. Focus on issues of real life 2. These design are planned and yet cater to individual differences 3. Focus both on content and needs of learner 4. Takes form of core cum specific need model 5. Core takes care of the content to be taught 6. Specific need part is complementary to core curriculum

Models of curriculum Development

Models of curriculum construction �While model of curriculum construction deals with nature and design of curriculum �Models of curriculum development focuses on the procedure of carrying out the actual construction

Top Down Model �In this model curriculum is constructed with directives from higher authority �Following the directive institutional faculty prepare the outline of the curriculum �In certain cases expert committees are appointed �After approval of expert committee it moves on to course writers �Course writers are group of specialists in and outside the institution

�After the outline is finalised, course writers prepare units �Inclusion of members in curriculum committee will enhance the effectiveness of curriculum �Each member within or outside institution the should be assigned duties according to their expertise

Bottom Up Model �In this model before preparation of curriculum needs of target groups should be assessed �The survey will analysis the needs and requirements �Specific objectives should be formulated in relation to identified needs �Content is selected based on objectives

�Content is organised in form of study units �Learning activity based on content are selected �Learning activity should be able to transact the content

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References Retrieved from �https: //en. m. wikipedia. org/wiki/Curriculum_t heory �Ignou study materials