Ten General Axioms of Curriculum Development
1. Curriculum change is inevitable, necessary, and desirable.
Schools and school systems grow and develop in proportion to their ability to respond to
change and adapt to changing conditions. Society and its institutions continuously
encounter problems to which they must respond.
2. Curriculum both reflects and is a product of its time.
The curriculum responds to, and is changed by, factors such as social forces,
philosophical positions, psychological principles, accumulating knowledge, and
educational leadership at its moment in history.
3. Curriculum changes made at an earlier period of time can exist concurrently with
newer curriculum changes.
Curriculum revision rarely starts and ends abruptly. Changes can coexist and overlap
for long periods of time. Usually curriculum is phased in and phased out on a gradual
basis.
4. Curriculum change depends on people to implement the change.
People who will implement the curriculum should be involved in its development. When
individuals internalize and own the changes in curriculum, the changes will be effective
and long-lasting.
5. Curriculum development is a cooperative group activity.
Significant and fundamental changes in curriculum are brought about as a result of
group decisions. Any significant change in the curriculum should involve a broad range
of stakeholders to gain their understanding, support, and input.
6. Curriculum development is a decision-making process in which choices are made
from a set of alternatives.
Examples of decisions curriculum developers must make include what to teach, what
philosophy or point of view to support, how to differentiate for special populations, what
methods or strategies to use to deliver the curriculum, and what type of school
organization best supports the curriculum.
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation, and improvement of curricula are
needed. No curriculum meets the needs of everyone. As the needs of learners change,
as society changes, and as new knowledge and technology appear, the curriculum must
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change.
8. Curriculum development is more effective if it is a comprehensive process, rather
than a “piecemeal” process.
Curriculum development should not be a hit or miss proposition, but should involve
careful planning and be supported by adequate resources, needed time, and sufficient
personnel.
9. Curriculum development is more effective when it follows a systematic process.
A set of procedures, or models, for curriculum should be established in advance, and be
known and accepted by all who are involved in the process. The model should outline
the sequence of steps to be followed for the development of the curriculum.
10. Curriculum development starts from where the curriculum is.
Most curriculum planners begin with existing curriculum. Oliva advises planners to "hold
fast to that which is good."
Subject-centered curriculum design revolves around a particular subject matter or
discipline, such as mathematics, literature or biology. ... In higher education, this
methodology is typically found in large university or college classes where teachers
focus on a particular subject or discipline.
A model of curriculum in which content is divided into separate and distinct
subjects or disciplines, such as language, science, mathematics, and social studies.
What is the difference between subject design and discipline design?
So first let us define the two words. Discipline refers to a branch of academic study.
On the other hand, subject refers to a branch of knowledge studied or taught. As you
can see from the definitions, the term discipline is associated with academia, unlike in
the case of a subject.
What is correlated curriculum?
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CORRELATED CURRICULUM In this type of curriculum different subject of school
are taught by correlating each other. Mathematics science. 11. TASK CURRICULUM
John Dewey has suggested this type of curriculum
The broad fields design combines two or more related subjects into a single broad
field of study, for example, Language Arts combines the separate but related subjects of
Reading, Spelling, Writing, Speaking, Listening, and Composition. ... The design
stresses content coverage and acquisition of information.
Child-centered design
Child-centered design combines service design, children's rights and a child-
centered approach. ... This combination can be used to develop ethically sustainable
services that meet children's needs, while simultaneously ensuring that the
development process is pleasant and meaningful for all children
Experience centered curriculum
The experienced curriculum refers to how the child responds to, engages with, or
learns from the events, people, materials, and social or emotional environment of
the classroom. The concept of experienced curriculum is not synonymous with either
child-centered curriculum or teacher-centered curriculum.
The Humanistic Curriculum is based on the belief that the education that is good for a
person is also best for the well being of the nation. Here, the individual learner is
not regarded as a passive or at least easily managed recipient of input. S/he is the
choosing or self-selecting organism.
What is life situation design?
Life-situations design It uses the past and present experiences of learners as a
means to analyze the basic areas of living. ... Core design It centers on general
education and the problems are based on common human activities. The central focus
of the core design includes common needs, problems, concerns, of the learners.
What is core design in curriculum?
The design of a core curriculum includes things that do not have much relevance to a
homeschooler: grade levels, learning divided into discrete subjects (math, science,
history, etc.), testing goals, and classroom management needs.
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A learner-centered approach views learners as active agents. They bring their own
knowledge, past experiences, education, and ideas – and this impacts how they take on
board new information and learn. It differs significantly from a traditional instructor-
centered approach
What is a child centered approach?
A child centred approach means keeping the child in focus when making decisions
about their lives and working in partnership with them and their families. ...
Whatever the form of abuse or neglect, practitioners should put the needs of children
first when determining what action to take.
.
In a subject-centered approach to curriculum, each content area contains its own set of
skills and concepts for mastering that content. For example, in science, students learn
about the scientific method and science-related vocabulary. This knowledge is then used when
students conduct experiments and investigations.
What is meant by subject centered curriculum?
In subject-centered curricula, the subject matter itself serves as the organizing
structure for what is studied and how it is studied. In its purest form, the curriculum
for each subject-area is designed by subject-matter experts and is intended to be
studied using subject-specific methods and tools of inquiry.
Problem-based learning (PBL) is a student-centered approach in which students learn
about a subject by working in groups to solve an open-ended problem. This
problem is what drives the motivation and the learning.
What is problem-based approach?
Problem-Based Learning (PBL) is a teaching method in which complex real-world
problems are used as the vehicle to promote student learning of concepts and
principles as opposed to direct presentation of facts and concepts. ... Any subject area
can be adapted to PBL with a little creativity.
