- Code
- EDU 405
- Name
- Curriculum Design and Development in Upper Secondary Education
- Semester
- 1
- Lecture hours
- 2.00
- Seminar hours
- 2.00
- Laborator hours
- 0.00
- Credits
- 2.00
- ECTS
- 6.00
- Description
-
The Curriculum course offers students the opportunity to get acquainted with the curricular area, philosophical, psychological, social bases, as well as different theories or attitudes on the curriculum. At the same time the student will receive theoretical as well as practical knowledge regarding the design of the English language curriculum for lower secondary education, its implementation and evaluation. The student will be introduced to the dynamics of the curriculum as a result of today's ever-changing contexts, strongly influencing the lives of students, in order to form successful people in personal life,
- Objectives
-
Throughout this course, the aim is to encourage and assist students in relation to their study interests, by deepening in the area of the Curriculum for upper secondary education. It is therefore thought to achieve these objectives; 1) to get acquainted with the paradigm of the English language curriculum for upper secondary education as well as the various theoretical approaches to the curriculum 2) analyze the external curricular bases, focusing on the external boundaries of the curriculum 3) to judge on the important role that curriculum development plays in the pre-university education system 4) to bring through research work new experiences related to the design, implementation and evaluation of the English language curriculum in upper secondary education.
- Java
- Tema
- 1
- Curricula, Definitions and Approaches .Curriculum Levels.Curriculum The Core of Upper Secondary Education This lecture is an introduction to the course. In this lecture it is possible to get acquainted with the program and its progress. Curriculum methods; behavioral, managerial, humanistic methods. Curriculum definition. Basics and areas of the Orstein 1-36 curriculum
- 2
- Philosophy and curriculum The lecture focuses mainly on the main philosophies of curriculum design. Key philosophies; Idealism, Realism, Pragmatism, Existentialism. Perennialism, Essentialism, Progressivism, Orstein 37-63
- 3
- Psychological Curriculum Theories and Upper Secondary Education Curriculum 6-9. In addition to its curriculum philosophy, there are also psychological theories on which curriculum developers base their design. Issues discussed in this lecture are the Psychological Basis of the curriculum. Behaviorism. Developmental psychology. The Influence of Piazza. Thinking and learning; Multiple Intelligence Orstein 64-80 Among the psychological theories of curriculum design this lecture is based on the humanistic theory which is also one of the most advanced theories in the field of curriculum development. Issues addressed in this lecture are the psychological basis of the curriculum. Cognition and curriculumPhenomenology and humanistic psychology. Clarification of values. Phenomenology and Curriculum.
- 4
- The social bases of the curriculum and the problems faced by the implementation of the foreign language curriculum in upper secondary education. In addition to the psychological and philosophical foundations, the curriculum is also a matter of character and social impact. This lecture addresses topics such as the Social Basics of the Curriculum. Society, education and schooling A dynamic and changing society. School and knowledge as a factor of change Orstein 111-125
- 5
- Various theories of curriculum design and development This lecture is an introduction to the various theories of curriculum design and development starting from the most centralized ones and ending with the less centralized ones. Theoretical perspectives. Classical Theory Basics for CurriculumBuilding Theory. Construction phases. Metaphors and theoretical camps. Orstein future direction 125-140
- 6
- The main methods of curriculum design This lecture focuses on the main curriculum design methods of Tyler and Taba. This lecture addresses issues such as: Curriculum development. Technical-scientific method Tiller model and Tabas model. Basic rationality. Middle orstein attitude 141-169
- 7
- Groups involved in the design of the English language curriculum for upper secondary education and curricular experiences This lecture addresses the actors and stakeholders who are involved in curriculum design. This lecture addresses issues such as: Elements to consider in curriculum development Curriculum experiences. Participants in curriculum development. Orstein 170-200
- 8
- Mid Term Exam
- 9
- English language curriculum for upper secondary education experiences and applications The following lectures are more illustrative lectures and make a practical observation of the Albanian experience of developing and designing the English language curriculum in upper secondary education as well as its implementation at school level. This lecture deals with topics such as Components of curriculum design. Curriculum design assessments. Practical examples Orstein 201-230
- 10
- Representative curriculum models Student-centered models. Illustrative examples from the field of curriculum The models addressed in this lecture are both foreign and Albanian and a comparative approach is taken to them. Orstein 231-245
- 11
- Curriculum guidance curriculum documents in upper secondary education This lecture deals in detail with the policy-making documents of the curriculum, such as the framework of pre-university education and standards. In this lecture, topics such as: The goals of education are treated. Sources of goalsFormulation of goals. Guidelines for formulating Orstein educational objectives 246-267
- 12
- The nature of curriculum implementation. Implementation as a process of change. Improving acceptance of change. Illustrative examples from the field of curriculum Curriculum design is closely related to the implementation or implementation of the curriculum and as such the curriculum implementation process is covered in detail in this lecture.Orstein 267-298
- 13
- Teaching topics for upper secondary education foreign language fields and methodologies applied at this level This lecture deals in detail with the teaching topics in the field of foreign languages that can be found at the level of upper secondary education and the methodologies used by teachers to achieve learning outcomes as effectively as possible. IZHA Foreign Language Guide upper secondary education 20-45
- 14
- Curriculum coordination assessment foreign language areas upper secondary education This lecture deals with topics such as learning outcomes at the upper secondary level, and how these outcomes are reflected in the assessment forms adopted by teachers and in the methodologies and approaches used by them. Standard document IZHA 34
- 15
- Introduction to Course Assignments Course assignments are simulated micro-learning sessions based on a well-defined daily plan taking into account the curriculum, syllabus and other curricular documents from upper secondary education.
- 16
- Final Exam
- 1
- to get acquainted with the curriculum paradigm as well as the various theoretical approaches to the curriculum
- 2
- analyze external curricular bases, focusing on the outer boundaries of the curriculum
- 3
- to judge on the important role that curriculum development plays in the pre-university education system upper secondary education
- 4
- to bring through research work new experiences related to the design, implementation and evaluation of curricula at the level of upper secondary education
- Quantity Percentage Total percent
- Midterms
- 1 20% 20%
- Quizzes
- 0 0% 0%
- Projects
- 1 20% 20%
- Term projects
- 1 20% 20%
- Laboratories
- 0 0% 0%
- Class participation
- 1 10% 10%
- Total term evaluation percent
- 70%
- Final exam percent
- 30%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 5 70
- Duties
- 2 4 8
- Midterms
- 1 3 3
- Final exam
- 1 8 8
- Other
- 0 0 0
- Total workLoad
- 153
- Total workload / 25 (hours)
- 6.12
- ECTS
- 6.00