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DEFINITION, CURRICULUM
DETERMINANTS, PROCESS & STEPS
OF CURRICULUM DEVELOPMENT,
MODELS, TYPES & FRAMEWORK
SUBMITTED TO SUBMITTED BY
MRS. VENUMALINI MRS. LISHA
ASST. PROFESSOR M.Sc(N) - I YEAR
MEDICAL SURGICAL NURSING MED - SURG NSG DPT
NEHRU NURSING COLLEGE NEHRU NURSING COLLEGE
VALLIOOR VALLIOOR
SUBMITTED ON
06.01.2020
DEFINITION, CURRICULUM DETERMINANTS, PROCESS & STEPS OF
CURRICULUM DEVELOPMENT, CURRICULUM MODELS, TYPES & FRAMEWORK
INTRODUCTION
Curriculum is the crux of the whole educational process. Without curriculum, we cannot conceive any
educational Endeavour. The curriculum in a literal sense ,a pathway towards a goal. Curriculum is actually
what happens during a course i.e., lecture , demonstrations, field visits, the work with the client and so on.
Curriculum is an important element of education. Aims of education are reflected in the curriculum. In
other words, the curriculum is determined by the aims of life and society. Aims of life and society are
subject to constant change.
The term curriculum has been derived from a Latin word „Currere‟ which means a „race course‟ or a
runway on which one runs to reach a goal. If the teacher is the guide, the curriculum is the path.
Curriculum is the total structure of ideas and activities.
DEFINITION
- Dictionary
“All the experiences of pupil which has undertaken in the guidance of the school”
-blond‟s encyclopedia(1969).
”All educational ideas must find expression in curricula before we can tell whether they are day
dreams or contributions to practice. Many educational ideas are not found wanting because they cannot
be found at all."
-Stenhouse (1980)
"A curriculum is an attempt to communicate the essential principles and features of an educational
proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice."
“All the learning activites which are planned and guided by the school ,whether they are carried out in
groups or individually ,inside and outside the school‟
-kerr (1968).
i. Co-operative
ii. Continuous
iii. Comprehensive
iv. Concrete
NATURE OF CURRICULUM
a. Curriculum objectives
b. Curriculum evaluation
c. Curriculum administration
d. Curriculum development
FUNCTIONS OF CURRICULUM
Development of individuals
General Education :It is that part of the curriculum that is designed to provide for a common
universe of discourse, understanding, and competence for the purpose of developing thinking, socially
responsible citizens of a free society. it provides a foundation for advancement into a major field of
specialization
Specialized Education : It is that aspect of the curriculum designed for the major field or
professional program of studies.
Exploratory Education: This function provides knowledge beyond those general specialized
education. This comes in the form of electives, cognates, minor, or allied subjects.
At elementary level, exploratory function is met through a range of activities and projects
extending from within the common core of studies.
Enrichment Education: This part of curriculum is intended to supplement and deepen one’s
educative experience beyond those connected with general education, specialized education, and
exploratory education.
NEED FOR CURRICULUM
National development
National integration
Personal development
COMPONENTS OF CURRICULUM
Course contents
Methods
Materials
Methods of assessment
CURRICULUM PLANNING
The term curriculum is derived from the latin word “currere” which means ‘run’. Thus, curriculum is a
runway for attaining the goals of education. Curriculum may be considered as the blue print of an
educational programme. It is the base of education on which the teaching-learning process is planned and
implemented.
Concrete: Concrete professional tasks must constitute the essential structure of a relevant programme.
LEVELS OF CURRICULUM PLANNING
· Societal
· Institutional
· Instructional
Societal curriculum
This curriculum which is planned for a large group or class of students, e.g BSc(N) It is planned by groups
outside of an educational institution, e.g. National league for nursing. They are more immediately
concerned with
- General characteristics of curriculum content
- Sequence
- Implementation
There is significant relationship between curriculum and nature of society. According to the needs of the
society curriculum will be changed.
· It is planned by faculty or teacher for a clearly identified group of students who will spend a specified
period in a particular institution.
· More active participation of each teachers generally brings about change and improvement.
It consists of the content (subject matter and learning activities) planned day by day and week by week by
a particular teacher for a particular group of students.
FACTORS INFLUENCING CURRICULUM PLANNING
Field- sensitive
Field- independent
Visual learners
Auditory learners
Attentive/ ADHD
Natural bonds
Social bonds
Cultural bonds
Human bonds
Religious bonds
EDUCATIONAL PSYCHOLOGY
It is an attempt to apply the knowledge of psychology to the field of education. • In other words ,
educational psychology is the study of the experience and behavior of the learner in relation to educational
environment.
Crow and Crow put it as: “Educational Psychology describes and explains the learning experience of an
individual from birth through old age”.(1973)
According to Peel: “Educational Psychology is the science of education.(1956)
KNOWLEDGE
NATURE OF KNOWLEDGE
DESCRIPTIVE KNOWLEDGE
NORMATIVE KNOWLEDGE
DETERMINANTS OF CURRICULUM
HISTORICAL DETERMINANTS
Traditional Education: The culture, traditions and practices of the people are passed on from one
generation to the next.
Ancient Education: Greek, the Roman, the Hebrew and the Christian periods education which has
influenced the current world systems of education. The main aim of their education was Good
citizenship respect tradition; and highlighted the value of practical skills.
Christian Education was focused on moral education and character building.
PHILOSOPHICAL DETERMINANTS
Philosophy of nation
Philosophy of life
Philosophy of nursing education :For example: Inc it determines the objectives, content, teaching
methods of educational programme.
Indian Nursing Council Philosophy for M.Sc (N) programme & INC believes that: prepare nurses to
improve the quality of nursing education and practice in India. Development of Research skills.
Prepares nurses for leadership. Encourages accountability and commitment to life long learning which
fosters improvement of quality care.
SOCIOLOGICAL DETERMINANTS
Family life disintegration rural-urban migration Media explosion
Crime, Delinquency and Security issues Faith, beliefs, attitudes of the people. Core values& needs
of Indian society. Life styles of families & society. Urbanization& industrialization. Type of society,
social needs of patients. Health Issues: Health challenges include HIV/Aids, Drug abuse, pollution
and other environmental issues etc.
POLITICAL DETERMINANTS
As government is responsible for allocation of resources that are necessary to support a
curriculum. politics would influence decision making process in curriculum matters. In the hiring of
personnel. Funding (both private & public educational institutions). Building, maintaing facilities &
equipment. Examination system
TECHNOLOGICAL DETERMINANTS
computer technology
Technological multimedia
Online web based
PSYCHOLOGICALDETERMINANTS
It is a science which provides knowledge about learning & its problems. Knowledge about
psychology & its application in nursing education helps in selection & organization, evaluation of
learning experiences in the curriculum.
For example: Of special importance to be given for those with disabilities such as mental
retardation, specially gifted children, emotionally disturbed children. Psychology & learning
problems among these children will greatly influence curriculum development.
KNOWLEDGE
It includes facts, laws, rules, theories, principles, norms, standards & moral choices. Ways of
acquiring knowledge in curriculum: Onlookers: person who needs sufficient back ground
knowledge. Participant: would be the scholars who needs much more mastery of the field.
LIFE ACTIVITIES
Characterized by,
Professional
Family
Civic
Leisure & spiritual
Nursing curriculum should help the students to become more fully prepared to participate in these
activities to become better person/ citizen as well as good nurse.
CULTURAL DETERMINANTS
Student interest
Motivation
Participation
Student reaction
Student,Teacher relationships
Emotional tensions and anxieties
Guidance and counseling to assists the students to overcome any difficulties
Considering the above determinants/ factors in curriculum development the nursing students will
poses sound judgment intellectually & morally enlightened, professionally equipped so that they are
capable of caring for the sick functionally & effectively in health programmes and there by contributing
to health & welfare of the society. Hence according to the changing needs of the society the
curriculum also has to be modified.
PRINCIPLES OF CURRICULUM
Principle of correlation
Principle of activity-centeredness
Principle for the use of leisure
Principle of inter-relation of subject
Principle of development of culture and civilization
Principles of Curriculum
Principle of need based activity
Principle of value-orientedness
Conservative principles
Principle of creative training
Principle of harmony
STAGES OF CURRICULUM DEVELOPMENT
DIRECTIVE
STAGE
EVALUATIO FORMATIV
STAGES
N STAGE E STAGE
FUNCTIONAL
STAGE
i. Directive stage :
a) It lays foundation of all the other stages.
b) Identify beliefs, knowledge and concepts.
c) Formulation of theoretical framework in selection & sequence of the content.
ii. Formative stage :
a) Philosophy of educational institution
b) Objectives
c) Nature/ content of nursing
iii. Functional stage :
a) Practical form of curriculum
b) Planned teaching & learning experiences
LIMITATIONS
Lack of equipment
Lack of variety
Over-emphasis on Activities
MODELS OF CURRICULUM
i. PRODUCT MODEL
The Product Model
However, this was also developed by Tyler (1949), he shared his emphasis on rationality and relative
simplicity.
2. What educational experiences can be provided that are likely to attain these purposes?
It used to be that there were certain skills to master and facts to know. Knowledge was seen as something
similar to a product that is manufactured. Generally, one starts knowing nothing, is taught, and one
transmits that knowledge to action. For the most part, this point of view worked for quite some time, as it
organized learning quite neatly.
There were a series of steps leading to the product, and curriculum could be designed accordingly.
Step 7: Determination of what to evaluate, and the ways and means of doing it.
Summary
The curriculum as product model id heavily dependant on the setting of behavioural objectives.
In other words curriculum is what actually happens in the classroom and what people do to prepare and
evaluate.
The product model has its origins in the writings of Ralph Tyler. Tyler’s Basic Principles of Curriculum
Instruction (1949) greatly influenced curriculum development in America. This model is also known as an
objectives curriculum model and looks at curriculum as a technical exercise. Key features of this model
include:
experiences
i. Pollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education. London: Continuum
ii. Basvanthappa B. T.; “Nursing Education”; 1st edition; reprinted in 2004; Jaypee Brothers Publications;
New Delhi.
iii. Navjivan Kaur Navdeep and Rawat HC “Text book of Advanced Nursing Practice” 1st edition (2015),
Jaypee Brothers Medical Publishers (p) Ltd
iv. Young, M. & Leney, T. (1997) From A-levels to an Advanced Level Curriculum of the Future in Hodgson,
A. & Spours, K. (eds) (1997) Dearing and Beyond. London: Kogan Page
v. Marsh, C.J. (1997) Perspectives: Key concepts for understanding curriculum 1. London: Falmer Bates I,
vi. Bloomer M, Hodkinson P & Yeomans D (1998)“Progressivism and the GNVQ: context ideology and
practice” Journal of Education and Work, 11, 22,109-25)
vii. Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education.
Cheltenham:Nelson-Thornes. Chapter 3