OUR LADY OF FATIMA UNIVERSITY

Graduate School

MASTER OF ARTS IN NURSING

---------------------------------------------------------------------------------------------------------------------------------------

MAN 202 CURRICULUM DEVEOLPMENT IN NURSING

MODULE 3

ANATOMY OF CURRICULUM

SPECIFIC OBJECTIVES:
After the completion of the module, you will be able to:
Specific Objectives:
1. Identify the educational purposes of curriculum.
After the completion
2. Enumerate of the
and give module,
details youcurriculum
on the will be able to:
content
1.3. Describe curriculum
Specify and explain and curriculum
the learning planning. of
experiences
2. Identify curriculum planner
learners.
3.4. Develop a curriculum
Explore own thoughts and opinion about the present
nursing curriculum in terms of evaluation.

`
Week 5 Anatomy of Curriculum

Introduction

Curriculum is a broad topic that it cannot be defined alone without its components.
As described by Doll (2002), it has five concepts: currere, complexity, cosmology,
conversation and community (Billings and Halstead, 2016). The word curriculum was
derived from Latin root meaning “racecourse.” The curriculum was thought of a
standardized ground covered by students in their race toward the attainment of a diploma.
Curriculum is the overall learning plan which contains elements such as aims and
specific objectives, selection and organization of content, learning and teaching activities
and program of evaluation outcomes (Taba, 1962). It is also referring to learning activities
that are designed to achieve educational goals. The basic problems of the curriculum
building process are to determine the behaviors desired of the product (objectively),
devise a systems experiences that will produce the specific desired behaviors (learning
activities), and discover whether the products exhibit the desired behaviors (evaluation).
Curriculum it is the holistic manifestation of many composite parts and factors, which
together enable the achievement of educational goals that have been carefully identified,
selected, and articulated (Bevis, 1978)
While Curriculum Development is a specific word that connotes change. Change
means any alteration or modification in the existing order of things, however, change may
not necessarily result in development. Only positive change brings development.
There must be unity in developing a curriculum.
Scope and Organization

Macro curriculum: (Generic) it is a general course mandated for all schools which
made up of subject areas to be completed to earn credentials.
Micro curriculum: (Specific) refers to what learning expectations schools include in
the prescribed subject.

Why have a curriculum Unity and continuity?

A coordinated coherent curriculum system brings the school staff together to

articulate expected learning outcomes for different levels and make everybody “pull in
the same direction.” Curriculum must have a continuity, the unbroken and consistent
existence of something over a period of time.

Quality of Curriculum

Implies planning, development and control, It is the standard of something as

measured against other things of a similar kind; the degree of excellence of something.

How a curriculum developed?

Stage 1 Conceptualizing
Stage 2 Contextualizing
} to underscore the thrust of quality
Stage 3 Operationalizing to address thrust of unity
Stage 4 Institutionalizing to ensure thrust of continuity

Conceptualizing Phase is the viewing the school as a production system. One of

the characteristics of all systems activity is the transformation of the input through of all
the systems activity. It is also the transformation of the input through the systems process
and structure into an output.
Contextualizing Phase

1. Planning formulation or clarification of school purpose is summoned up in the

school vision. Vision issues from the philosophy of the school, expressed in
school mandate or Mission Statement and delineated in the school goals.
Goals which become the operational and specific targets of achievement on
the classroom level.
2. Implementing has two aspects:
a. The selection of learning content based on school purpose and
organizing it for systematic delivery in a scope and sequence Grid
(SSG) for each subject area.
b. The preparation for immediate implementation of the GLIP through the
unit and session (lesson) plans or plantillas for use in the classroom
instructions.
c. Evaluating is the result of instruction are measured and evaluated vis-
s-vis specified learning objective through a teacher-made mastery test
at the end of every unit of instructions.
Operationalizing Phase

Preparation of School Staff it is imperative that the school staff be involved in its inception
to ensure their whole-hearted support and cooperation.

Clarifying/Defining school vision and mission this is nnecessary to ensure that these
school beliefs and values are clearly understood and accepted by everyone.

Setting of subject area task force is the most important criterion for assigning teachers in
STF is that they have adequate knowledge of and/or experience in the subject area and
are familiar with the development needs and characteristics of the learners on a specific
level.
Allocating subject matter for instruction this is to provide an orderly progression of
learning content and allocate this content to the different levels of instructions.
 Preparing the unit/session plans the lessons are about related aspects of the
instructional unit and together contribute to the mastery of the whole unit. This follows
the concept of chain “chain learning” which ensures that learning outcomes become
meaningful and more lasting than when lessons are disparate and segmented.

Piloting or Field Testing a try out period of at least one school year involving some
selected or volunteer classes on each level. It is then monitored and revisions or
alterations to be made are noted.

Evaluating and Revising Draft Documents it is a documents that are being used, the
teachers should kept a journal where marginal noted are entered and serve as inputs for
the periodic evaluation and modification of the documents.

Going into the 3-year development cycle, the school can then go into a 3 year
development cycle which ensure the systematic, continuing development of the
program.
Institutionalizing Phase

It is one thing to initiate a curriculum, another to make it take root and flourish in a
school. To do this, we need to ingrain the scheme in the culture of the school.
After the pilot testing stage, the school can go into the 3-year development cycle. On the
first year of cycle, attention is concentrated on reviewing and the corresponding learning
objectives and content as delineated in the Scope and Sequence Grid and subject Matter
Subject.

I
LEARNING
OBJECTIVE &
CONTENT

II III
LEARNING EVALUATION
EXPERIENCE OF LEARNING
& OUTCOMES
RESOURCES
Educational Purposes

The term “purpose” simply means direction, intention or desired end. It is an

inclusive term used generally to mean the reason for which something exists or is done.

VISION is the end product envisioned at the conclusion of the educational effort base on
shared beliefs and values culled from one’s philosophy. It provides the focal point or
unifying element according to which the school staff behave or perform, individually and
collectively.

PHILOSOPHY is a composite statement of concepts beliefs, and values concerning two

important realities, MAN and SOCIETY, and their relationship.
MISSION/MISSION STATEMENT a set of very broad statements that spell out what the
school is all about and how it intends to carry out its Vision its educational effort.

GOAL OR GOAL STATEMENTS broad targets or statements of intent or direction

delineating the Mission Statement in the different domains or areas of schooling. Goals
are generally “timeless” and are not concerned with any particular achievement within a
prescribed period of time.
OBJECTIVES is the most specific of the terms denoting purpose. An objective is a
specific target or accomplishment that can be verified at designated time and under
specific condition which, if attained advances the school toward the achievement of a
corresponding goal.

PURPOSE

1. KNOWLEDGE to Get By imbuing students with the knowledge to get by is an old

school beliefs. Its idea that schools need to provide students with the knowledge
they need to be functional adults in their day-to-day lives. They need to know how
to read, write, and do arithmetic. These are the core topics that form the foundation
of a student’s education.

2. KNOWLEDGE of Subject Matter Being Taught the purpose of education to some

teachers is to impart knowledge about the subject matter they are teaching without
 much thought to other classes. While it’s important for students to have a firm
grasp of each subject, this can sometimes be problematic. When taken to the
extreme, these teachers focus on their own subject matter as being more important
than what students are learning in other classes. For example, teachers who are
unwilling to compromise their own subject matter for the good of the students can
cause problems for the school by not being open to cross-curricular activities.

3. CREATING thoughtful Citizens, the desire to create thoughtful `adults might be

considered another old-school belief. However, this is held by many individuals,
especially, especially within the larger community. Students will someday be a
part of a community need the skills to exist within that society as thoughtful citizens.
For example, they will need to be able to vote in presidential elections.

4. SELF Esteem and Confidence While the self-esteem movement often gets
ridiculed, we do want our students to feel confident about their learning abilities.
This way, they do not only have a firm grasp on each subject but also the
confidence to apply that knowledge in everyday life. Its important to nurture a
strong balance between encouraging good self-esteem and assuaging unrealistic
goals.

5. LEARN How to Learn, learning how to learn is one of the key elements of
education. Schools need to teach students how to find the information they will
need once they leave school. Therefore, it is important for future success that the
students understand how to find answers to any questions and problems that might
arise.

6. LIFELONG Habits for Work, many of the lessons that schools teach are necessary
for success in their student’s future lives. As adults, they will need to be able to get
to work on time, dress and behave appropriately, and get their work done in a timely
manner. These lessons are reinforced on a daily basis in schools around the nation.
 7. TEACH Students How to Live, finally, some individuals look at school in a more
holistic manner. Not only do students learn information from their individual
subjects, but they also learn life lessons in and out of class. Proper work etiquette
should be reinforced in the classroom, students need to learn how to deal with
others in a cooperative manner, and they must learn how to acquire the information
they might need in the future.

References:

 Bralavsky, C. (1999). The Curriculum. Retrieved from

http://www.unhas.ac.id/hasbi/LKPP/Hasbi-KBK-SOFTSKILL-UNISTAFF-SCL/Hasbi-
UNISTAFF-
DOCUMEN/MODUL%20UNISTAFF%20SURABAYA%202006/QTL/curriculum%20d
evelopment/cecilia%20e.pdf
 Nolet, V., McLaughlin, MJ. (2019). Nature of Curriculum. Retrieved from
https://www.sagepub.com/sites/default/files/upm-binaries/44334_1.pdf
 Billings, DM., Halstead, JA. (2016). Teaching in Nursing: A Guide for Faculty Fifth
Edition.
 Schweitzer, Karen. (2020, February 11). Curriculum Design: Definition, Purpose and
Types. Retrieved from https://www.thoughtco.com/curriculum-design-definition-
4154176
 University of West Alabama. (2016). Main Sources of Curriculum Design. Retrieved
from https://www.coursehero.com/file/15869614/DB-6/
 American Association for the Advancement of Science. (2001). Designs for Science
Literacy Online. Retrieved from
http://www.project2061.org/publications/designs/online/default.htm
 Bilbao, P., Lucido, P., Iringan, T., Javier, R. (2008). Curriculum Development.
Lorimar Publishing