Professional Documents
Culture Documents
Study Unit 1
1.2 Curriculum Mind Map
-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
-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
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.
Type of
curriculum
Description
Definition
Example
Legitimate /
Official
It is agreed by the
faculty either
implicitly or explicitly
Actual /
Operational
What is actually
taught by the teacher
and how its
importance is
communicated to the
students
Illegitimate
It is known and
actively taught by
faculty yet not
evaluated because
Hidden
descriptors of the
behaviors are lacking.
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
Null curriculum
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.
http://coefaculty.valdosta.edu/st
grubbs/Definitions%20of%20Curri
culum.htm
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
-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
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