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Assignment 2

Study Unit 1
1.2 Curriculum Mind Map

1.8 Perspectives on curriculum development table


Perspectives on curriculum development / curriculum delivery model
Content
Theorist

-Tyler
-In the most
effective
methods

Outcome/Product

-Tyler
-Belief the
purpose of
education is to
equip learners
with the skills to
function
effectively in
society

Process

-Print
-Planned
experiences
provided
through
instruction

Praxis

-Grundy
-Relationship
between the
educator and
the learner and
learner in the
classroom

Curriculum is:

Consist of

Fundamental
academic
disciplines
(anatomy,
physiology,
social
Sciences). Core
nursing subjects
(medical and
surgical nursing,
mental health
-nursing, etc.)
-Collection of
courses,
subject or
subject
discipline and
courses

Focus

-Facts,
generalisations
and concepts

Emphasize

-On content to
be transmitted

Education is
seen as:

Transmission of
knowledge

Learners
expectancies

- To acquire skills
and knowledge
in that specific
academic field.
-to assimilate
what is taught
and to recall it.

Evaluation

-Specialist in

-Pre-planned
educational
guideline

Learners
experiences of
the world of
nursing,
health and disease
presented in the
form of
health problems

-Stated purposes
aims and
objectives

-The student
and lecturer
form a team

-Organising
everything in an
educational
system around
what is essential
for all students to
be successful at
the end of their
learning
experiences
-Pre- specification
of outcomes and
testing of
performance

-Helping
learners learn
how to learn

-It is secondary to
the intended result
of learning as
stated in the
learning outcomes
-What learners are
expected to
perform on
completion of a
collection of study
units, individual
study units and
the curriculum
-Criteria are

-Practice

-Interactive and
collaborative
learning is the
interaction
between the
learners and
educators
-On real life
problems

-Development
-Education is to
of life skills such equip learners
as democratic
with the
citizenship,
necessary skills
problem solving
to function
and critical
effectively in
thinking
society
-Planned
-What actually
learning
happens
experiences.
experimentalism
-To make
-To think
connections
critically
between
experiences as
student and the
world

-Curriculum

-Continually to

Purpose

Known as

Dangers

specific fields
teaches
learners the
modes of
academic
inquiry.
-Learners are
exposed to
subject matter
of a particular
field, by which
knowledge is
generated by
experts.
-Transmission
of
accumulated
nursing
knowledge

specified
according to which
the outcomes of
the learning
should be
evaluated

needs to be
evaluated for
the nursing
program

evaluate the
process and
what they can
see of
outcomes

-To equip students


with the necessary
skills to function in
society

-Has a
particular
significance.

-Traditional
education
model

-Pre-planned
educational
guideline

-Understanding
of the world of
nursing
intertwined with
the world we
live in.
democratic in
health policy
issues.
-Planned
learning
experience

-Few
competencies
might be
mastered
Independent
learning is not
fostered, since
the curriculum is
teacher-focused
-Teaching easily
becomes
irrelevant, since
it takes much
time
and effort to
change them
-Teaching easily
becomes
irrelevant, since
there is no direct
link with practice

It may lead to
over-teaching

-It demands that


both teachers and
learners learn new
ways of
working
-If the curriculum is
not planned to
be coherent, with
different
modules connected
systematically,
learning can be
fragmented
-Might become overspecialized,
with broadening
aspects of

education
neglected

-Changing to this
kind of
curriculum
demands much
time and
preparation of the
school and
the teachers
-In large schools
the small group

teaching
demands many
teachers

-Interactions in
the educational
setting
-Careless
implementation
of standards
and
assessment
may have
negative
consequences
on the students.

1.17 Types of curriculums

Type of
curriculum

Description

Definition

Example

Legitimate /
Official

The official curriculum, or


written curriculum, gives the
basic lesson plan to be followed,
including objectives, sequence,
and materials. This provides the
basis for accountability.
http://www.hzmre.com/dotty/spi
ntro.htm / (Posner, p.10-12)

It is agreed by the
faculty either
implicitly or explicitly

Written documents that are


distributed to faculty
members, students,
curriculum committee
members, and accrediting
agencies to document what
is taught.

It serves as a documented map


of theories, beliefs, and intentions
about schooling, teaching,
learning, and knowledge evidence in the development of
teacher proof curriculum.
http://coefaculty.valdosta.edu/st
grubbs/Definitions%20of%20Curri
culum.htm

Actual /
Operational

The operational curriculum is


what is taught by the teacher, and
how it is communicated. This
includes what the teacher teaches
in class and the learning
outcomes for the student.
http://www.hzmre.com/dotty/spi
ntro.htm / (Posner, p.10-12)

What is actually
taught by the teacher
and how its
importance is
communicated to the
students

Knowledge, skills, and


attitudes.

Illegitimate

Is known and actively taught by


faculty yet not evaluated because
descriptors of the behaviours are
lacking. Such behaviors include

It is known and
actively taught by
faculty yet not
evaluated because

Caring, compassion, power


and its use

Hidden

caring, compassion, power and its


use.
http://www.scribd.com/doc/4730
5704/curriculum-curriculumdevelopment

descriptors of the
behaviors are lacking.

Hidden curriculum is a concept


that describes the often
unarticulated and
unacknowledged things that
students are taught in school and
is an important issue in the
sociological study of how schools
generate social inequality. For
example, female students,
students in lower-class families,
or those belonging to subordinate
racial categories, are often
treated in ways that create or
reinforce inferior self-images.
They are also often granted little
trust, independence, or autonomy
and are thus willing to submit to
authority for the rest of their
lives. On the other hand, students
who belong to dominant social
groups tend to be treated in ways
that enhance their self-esteem,
independence, and autonomy and
are therefore more likely to be
successful.

Faculty may be
unaware of what is
taught through their
expressions,
priorities, and
interactions with
students, students
are very aware of
these hidden
agendas, this has
amuch more lasting
impact on students
than written
curriculum.

http://sociology.about.com/od/H
_Index/g/Hidden-Curriculum.htm

Pelletier points out that hidden


lessons are given to students
through school rules, grading
policies, teacher attitudes, class
sizes and instructional practices.

Values and beliefs taught


through verbal and no
verbal communication

Also when students are taught


the formal curriculum there is
unintentional positive and
negative learning outcomes which
are also included in the hidden
curriculum.
http://www.facetofaceintercultur
al.com.au/the-null-curriculum/

- The HiddenCurriculum (1970)


by Benson R. Snyder Read it
if you dare!
- The hidden curriculum @
http://www.youtube.com/watch
?v=eY2hpAOJTRQ

Null curriculum

Null curriculum refers to what is


not taught but actually should be
taught in school according to the
needs of society. In fact, null
curriculum is a kind of vacant
phenomenon between the ideal
of curriculum value and the actual
development of curriculum.
http://ci5003summer09.wikispac
es.com/share/view/13181441

The null curriculum consists of


what is not taught. Consideration
must be given to the reasons
behind why things are not
included in the official or
operational curriculum.
http://www.hzmre.com/dotty/spi
ntro.htm / (Posner, p.10-12)

That which we do not teach,


thus giving students the message
that these elements are not
important in their educational
experiences or in our society.

This represents
content and behavior
that are not taught.
Faculty needs to
recognize what is not
being taught and
focus on the reasons
for ignoring those
content and behavior
areas.

Content or skill that faculty


think they are teaching but
are not, such as critical
thinking

http://coefaculty.valdosta.edu/st
grubbs/Definitions%20of%20Curri
culum.htm

Leaving out this information can


have very interesting and in some
cased detrimental implications,
especially when dealing with race
and gender issues. Sometimes
what is NOT said is just as
important, if not more so, that
what is said.
http://ministryeducationcalling.w
ordpress.com/2009/11/30/thenull-curriculum-say-what/

Study unit 2
2.6 Perspective on curriculum development
Perspectives on curriculum development / curriculum delivery model
Content

Outcome/Product

Process

Theorist

-Tyler
-In the most
effective
methods

-Tyler
-Belief the
purpose of
education is to
equip learners
with the skills to
function
effectively in
society

-Print
-Planned
experiences
provided
through
instruction

Curriculum is:

Fundamental
academic
disciplines

-Pre-planned
educational
guideline

Learners
experiences of
the world of

Praxis

-Grundy
-Relationship
between the
educator and
the learner and
learner in the
classroom

-Practice

Consist of

(anatomy,
physiology, social
Sciences). Core
nursing subjects
(medical and
surgical nursing,
mental health
-nursing, etc.)
-Collection of
courses, subject
or subject
discipline and
courses

Focus

-Facts,
generalisations
and concepts

Emphasize

-On content to
be transmitted

Education is
seen as:

Transmission of
knowledge

Learners
expectancies

- To acquire skills
and knowledge in
that specific
academic field.
-to assimilate what
is taught and to
recall it.

Evaluation

-Specialist in
specific fields
teaches
learners the
modes of

nursing,
health and disease
presented in the
form of
health problems

-Stated purposes
aims and
objectives

-The student
and lecturer
form a team

-Organising
everything in an
educational
system around
what is essential
for all students to
be successful at
the end of their
learning
experiences
-Pre- specification
of outcomes and
testing of
performance

-Helping
learners learn
how to learn

-It is secondary to
the intended result
of learning as
stated in the
learning outcomes
-What learners are
expected to
perform on
completion of a
collection of study
units, individual
study units and
the curriculum
-Criteria are
specified
according to which
the outcomes of
the learning

-Interactive and
collaborative
learning is the
interaction
between the
learners and
educators
-On real life
problems

-Development
-Education is to
of life skills such equip learners
as democratic
with the
citizenship,
necessary skills
problem solving
to function
and critical
effectively in
thinking
society
-Planned
-What actually
learning
happens
experiences.
experimentalism
-To make
-To think
connections
critically
between
experiences as
student and the
world

-Curriculum
needs to be
evaluated for
the nursing
program

-Continually to
evaluate the
process and
what they can
see of

Purpose

Known as

Dangers

academic
inquiry.
Learner
s are exposed to
subject matter of
a particular field,
by which
knowledge is
generated by
experts.
-Transmission of
accumulated
nursing
knowledge

-Traditional
education model
-Few
competencies
might be
mastered
Independent
learning is not
fostered, since the
curriculum is
teacher-focused
-Teaching easily
becomes
irrelevant, since it
takes much time
and effort to
change them
-Teaching easily
becomes
irrelevant, since
there is no direct
link with practice

should be
evaluated

-To equip students


with the necessary
skills to function in
society

-Pre-planned
educational
guideline
-It demands that
both teachers and
learners learn new
ways of
working
-If the curriculum is
not planned to
be coherent, with
different
modules connected
systematically,
learning can be
fragmented
-Might become overspecialized,
with broadening
aspects of

outcomes

-Understanding
of the world of
nursing
intertwined with
the world we
live in.
democratic in
health policy
issues.
-Planned
learning
experience
-Changing to this
kind of
curriculum
demands much
time and
preparation of the
school and
the teachers
-In large schools
the small group

teaching
demands many
teachers

education
neglected

It may lead to
over-teaching
Copyright Verosha Ramkelawan

-Has a
particular
significance.

-Interactions in
the educational
setting
-Careless
implementation
of standards
and
assessment
may have
negative
consequences
on the students.

Study unit 3
3.1 Educational principles Mind map

3.2 Professional principles mind map

Copyright Verosha Ramkelawan

3.3 Critical path analysis


I
j

Items to be
done
Point A

Point B

Point C

Point D

April

May

June

July

August

September

October

Identify the
subjects and
topics to be
include in
the
curriculum
Formulating
the learning
outcomes and
identify the
topic
First Draft
of the
validation
Documents
Critical
reading
and for
obtaining
comments
from
experts

Point E

Printing of
the
document

Point F

Internal
validation of
the event

Point G

Validation
of the event

Copyright Verosha Ramkelawan

3.5 Word cloud

Copyright Verosha Ramkelawan

3.10 Curriculum development comprehensive Mind map

Copyright Verosha Ramkelawan

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