CURRICULUM DEVELOPMENT IN THE POSTMODERN ERA
MODERN POSTMODERN
CLaires Content Learning
OTher One way street Two way street
DJ Destination Journey
PLays Certain period Life Long
PIano Performance = NB Self-Image = NB
NIcely Norms Individuals Performance
OScillating Objective Subjective
Baby Book Knowledge = NB Abstract Knowledge = NB
RK Rules Knowledge
POSTMODERN THEORY
⦁ Acknowledges edu = in COMPLEX CRISIS
⦁ Allowed educators to envision alternivite way out of CRISIS
⦁ Intergral dimension of political, social & educational analyses – have direct impact on school &
curr dev.
⦁ Challenge = reconceptualise curr dev.
RECONCEPTULISTS VIEW ON CURRICULUM
⦁ Curri = “process of running racecourse” – ACTIVE PROCESS
⦁ Social process – individuals = greater understanding themselves, others, world thru MUTUAL
RECONCEPTUALISATION
⦁ Curri = interpretation of LIVED EXPERIENCES
⦁ The “RACECOURSE” (text books, lessons, classrooms) = also NB must not be denied – BUT
NOT SOLE PURPOSE of EDU.
⦁ Curri = challenges educators to increase individual experiences & connections.
, Curriculum Models = framework in
planning
PROCESS OF CURRICULUM
⦁ Situation Analysis
DEVELOPMENT
⦁ Goals/Objectives
⦁ Selecting Content/Learning Units
⦁ Organising & Clarifying Teaching Methods
⦁ Curriculum Design ⦁ Evaluate
Curriculum design is the architecture of a course of study that embodies a philosophy of
learning and teaching, articulates a clear set of desired learning outcomes and describes how
the planned learning environment will support the student to achieve those learning
outcomes. Courses are organised as an arrangement of units, which may incorporate required,
sequenced and optional elements.
⚪ Dev level of child & edu objectives = PRIMARY FOCUS
⚪ Curri MUST be child centred – scholastic & holistic dev
⚪ Consider: content, methods, skill, create learning opportunities
⚪ Correlate 2 values of BORAD community.
⚪ ON GOING PROCESS – requiring constant re-evaluation & modification
⚪ Structed multi-levels: national, regional, school, classroom
⚪ Quality of design process will determine curri = dynamic & flexible / dull & rigid
⚪ Situation Analysis
■ DEFINITION: Situation Analysis is based on the broad educational goals and
philosophies of life. The result of this situation analysis should serve as a strong
guideline for the design process.
■ Define parameters & seek sound structures for design.
■ Process in which ALL data (past/present) that effect curr dev = collected,
evaluated & analysed
■ Assessment of needs: national, regional, school & classroom level
⚪ Aims & Objectives
■ DEFINITION: Aims have a direction-giving influence on learning. Purpose is set.
Aims are set on different levels. There is a strong connection between aims and
objectives. Objectives can be seen as a further refinement of aims. Objectives
describe the required behaviour and outcomes, and the level of achievement to
be obtained. Clear objectives give direction and cut out vagueness.
■ Curr designers MUST have clear understanding teaching aims, goals & objectives
4 each subject.
■ CRUCIAL: education = goal orientated & are CLEARLY DEFINED
■ Aims lead 2 re-evaluation & re-planning of curr
⦁ 2 types goals: PRODUCT GOALS (focus on final product) & PROCESS
GOALS = focus on working strategies
MODERN POSTMODERN
CLaires Content Learning
OTher One way street Two way street
DJ Destination Journey
PLays Certain period Life Long
PIano Performance = NB Self-Image = NB
NIcely Norms Individuals Performance
OScillating Objective Subjective
Baby Book Knowledge = NB Abstract Knowledge = NB
RK Rules Knowledge
POSTMODERN THEORY
⦁ Acknowledges edu = in COMPLEX CRISIS
⦁ Allowed educators to envision alternivite way out of CRISIS
⦁ Intergral dimension of political, social & educational analyses – have direct impact on school &
curr dev.
⦁ Challenge = reconceptualise curr dev.
RECONCEPTULISTS VIEW ON CURRICULUM
⦁ Curri = “process of running racecourse” – ACTIVE PROCESS
⦁ Social process – individuals = greater understanding themselves, others, world thru MUTUAL
RECONCEPTUALISATION
⦁ Curri = interpretation of LIVED EXPERIENCES
⦁ The “RACECOURSE” (text books, lessons, classrooms) = also NB must not be denied – BUT
NOT SOLE PURPOSE of EDU.
⦁ Curri = challenges educators to increase individual experiences & connections.
, Curriculum Models = framework in
planning
PROCESS OF CURRICULUM
⦁ Situation Analysis
DEVELOPMENT
⦁ Goals/Objectives
⦁ Selecting Content/Learning Units
⦁ Organising & Clarifying Teaching Methods
⦁ Curriculum Design ⦁ Evaluate
Curriculum design is the architecture of a course of study that embodies a philosophy of
learning and teaching, articulates a clear set of desired learning outcomes and describes how
the planned learning environment will support the student to achieve those learning
outcomes. Courses are organised as an arrangement of units, which may incorporate required,
sequenced and optional elements.
⚪ Dev level of child & edu objectives = PRIMARY FOCUS
⚪ Curri MUST be child centred – scholastic & holistic dev
⚪ Consider: content, methods, skill, create learning opportunities
⚪ Correlate 2 values of BORAD community.
⚪ ON GOING PROCESS – requiring constant re-evaluation & modification
⚪ Structed multi-levels: national, regional, school, classroom
⚪ Quality of design process will determine curri = dynamic & flexible / dull & rigid
⚪ Situation Analysis
■ DEFINITION: Situation Analysis is based on the broad educational goals and
philosophies of life. The result of this situation analysis should serve as a strong
guideline for the design process.
■ Define parameters & seek sound structures for design.
■ Process in which ALL data (past/present) that effect curr dev = collected,
evaluated & analysed
■ Assessment of needs: national, regional, school & classroom level
⚪ Aims & Objectives
■ DEFINITION: Aims have a direction-giving influence on learning. Purpose is set.
Aims are set on different levels. There is a strong connection between aims and
objectives. Objectives can be seen as a further refinement of aims. Objectives
describe the required behaviour and outcomes, and the level of achievement to
be obtained. Clear objectives give direction and cut out vagueness.
■ Curr designers MUST have clear understanding teaching aims, goals & objectives
4 each subject.
■ CRUCIAL: education = goal orientated & are CLEARLY DEFINED
■ Aims lead 2 re-evaluation & re-planning of curr
⦁ 2 types goals: PRODUCT GOALS (focus on final product) & PROCESS
GOALS = focus on working strategies
