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Copyright Keith Morrison, 2004
CURRICULUM DEVELOPMENT AND PLANNING
Copyright Keith Morrison, 2004
LEVELS OF PLANNINGTime-scale
Level
Short-term
Medium- term
Long- term
External
Whole school
Faculty
Department
Teacher
Aims, Objectives,Content, Characteristics,
Pedagogy, Implementation,Experiences, Assessment,
Evaluation, Recording,Quality assurance,
Management..
Copyright Keith Morrison, 2004
GENERAL LEVEL OF PLANNING(overall curriculum)
• Statement of overall curriculum aims.
• Statement of overall principles (e.g. equal opportunities, social inclusion, multiculturalism, entitlement).
• An indication of how the curriculum is organised in the school.
• Statements of expected levels of attainment by the students at each level/stage.
• Descriptions of levels of attainment for each level (for assessment purposes).
Copyright Keith Morrison, 2004
GENERAL LEVEL OF PLANNING(overall curriculum)
• The overall objectives of study for each subject.
• The programmes of study (general statements of content) for the curriculum, for each level/stage/ subject.
• An indication of the hours allotted to each subject per year.
• An indication of progression and continuity through each subject.
• An indication of how cross-curricular issues will be addressed (dimensions, skills, themes).
Copyright Keith Morrison, 2004
GENERAL LEVEL OF PLANNING(overall curriculum)
• An indication of overall subject matter to be addressed in each semester for each level.
• The assessment and reporting arrangements for the curriculum at each level/stage.
• An indication of targets to be reached for the percentage of students reaching specified levels in each subject.
Copyright Keith Morrison, 2004
GENERAL LEVEL OF PLANNING(overall curriculum)
• A statement of success criteria and indicators/evidence of success of the programme.
• Policy documents, an indication of how they will impact on practice, and how their effects will be monitored and evaluated.
Copyright Keith Morrison, 2004
MEDIUM LEVEL OF PLANNING(subject-specific)
• Specific subject planning.
• How each subject will address and include the cross-curricular issues (dimensions, skills, themes).
• Specific objectives for each level and stage of the subject.
• Details of content and key activities.
• Details of pedagogy (key strategies).
• An indication of progression and continuity within the subject.
Copyright Keith Morrison, 2004
MEDIUM LEVEL OF PLANNING(subject-specific)
• Statements of intended learning outcomes.
• Indication of how differentiation will be addressed.
• Indication of key topics/questions/issues to be addressed.
• Planning for assessment (kinds, purposes, contents, foci).
• Reporting arrangements.
• Arrangements and foci for curriculum review.
• A statement of success criteria and indicators/ evidence of success of the programme.
Copyright Keith Morrison, 2004
SPECIFIC LEVEL OF PLANNING(subject- and session-specific)
• Statements of objectives and intended learning outcomes for sessions, students (classes, groups, individuals).
• How the subject, in the specified time frame, will address and include the cross-curricular issues (dimensions, skills, themes).
• Details of content and key activities. • Core learning activities.• Extension, enrichment and application
activities.• Weekly and sessional plans.
Copyright Keith Morrison, 2004
SPECIFIC LEVEL OF PLANNING(subject- and session-specific)
• Teaching objectives and key teaching points.
• Key resources.
• Details of pedagogy (key teaching and learning strategies).
• Grouping arrangements.
• An indication of progression and continuity within the subject.
• Indication of which content areas and levels are being addressed.
Copyright Keith Morrison, 2004
SPECIFIC LEVEL OF PLANNING(subject- and session-specific)
• Indication of how differentiation will be addressed.
• Indication of key topics/questions/issues to be addressed in specific sessions.
• Planning for assessment (kinds, purposes, contents, foci, procedures, opportunities).
• Reporting arrangements.• Arrangements and foci for curriculum review.• Success criteria and indicators for programme
evaluation.
Copyright Keith Morrison, 2004
CURRICULUM POLICY DOCUMENT• Introduction.• Rationale/vision/mission statement.• Aims and objectives.• Curriculum matters (e.g. planning, content, structure,
characteristics, organisation, teaching and learning, resources, cross-curricular issues, development).
• Leadership, management, responsibilities.• Equal opportunities.• Assessment, recording, reporting.• Review, evaluation, audit, monitoring, accountability.• Quality assurance.• Continuing professional development.• Parents/community.• Health and safety.
Copyright Keith Morrison, 2004
HIGHER ORDER THINKING• Synthesis• Evaluation• Interpretation• Hypothesising• Prediction• Conjecture• Critical thinking• Reflection• Problem-solving• Self-managed learning• Autonomy in and through learning
Copyright Keith Morrison, 2004
PEDAGOGY FOR HIGHER ORDER THINKING
• Multiple perspectives.• Cooperative and collaborative learning.• Project-based work.• Exercise of choice and self-directed work.• Exploratory activities.• Self-paced and differentiated learning.• Problem-solving approaches.• Application tasks.• Real-world learning.• Teacher as facilitator and enabler.