KYAMBOGO UNIVERSITY

DEPARTMENT OF FOUNDATION OF EDUCATION AND EDUCATIONAL PSYCHOLOGY

BACHELOR OF ARTS WITH EDUCATION

GROUPS WORK

PAPER CODE :EPS 1202

COURSE NAME :CURRICULUM DESIGN AND CURRICULUM DEVELOPMENT

LEVEL:YEAR ONE, SEMESTER TWO

NAME OF LECTURER :DR VERONICA NAMULONDO SSENTOGO

PARTICULAR OF MEMBERS

NAME REGISTRATION NO SIGN

NABAKKA VICENTINA 23/U/AED/09061/PD

ASERU PROSCOVIA 23/U/AED/04337/PD

NANGOBI HILLARY GORRET 23/U/AED/10541/PD

NAMULINDA JOANITA 23/U/AED/10358/PD

APOLOT PROSCOVIA ATWARU 23/U/AED/04177/PD

RWOTNGEYO JOSHUA SANTO 23/U/AED/12435/PD

KIDHUEO ALEX 23/U/AED/06919/PD

NABIRYE STELLA 23/U/AED/09166/PD

AYO EDINA 23/U/AED/04941/PD

What is curriculum design?

curriculum refers to the set of courses and academic contents taught In school, or education programs.
It includes the subjects, lessons, assessment, and other activities designed to meet educational
objectives and standards.Curriculum development involves designing, implementing and evaluating.

Curriculum design refers to the process of creating structructure set of planned educational experience
designed to help learners achieve specific learning goals and objectives .That is to say it focus on
creation of the overall course blue print, mapping, content and learning. Objectives including building
course line.

Some of the schorlas defined curriculum design as follows :

Doll, an American educater and author born in Mesoepany in 1913 defined curriculum design as the
structure or pattern of organization of the curriculum.He means the process of devising, planning and
selecting the elements, techniques and procedures of subject matter, pupils, teacher and the teaching
environment.

Taba Hilda, an architect, curriculum theorist, curriculum reformer and a teacher born in 1902, refers to
curriculum design as the structure, pattern, organization of the curriculum that aims at identifying the
collective components of instructions.

The way curriculum is designed, organized and developed depends on a country's particular philosophy
of education, on its National, social, cultural and economic development aspirations.It is the work of
curriculum designers to work out how best the goals can be obtained. The organization of the
curriculum will depend on what should be taught, why to,whom, in what manner and where
(environment). The form will therefore depend on how learning will be organized, whatever pattern
curriculum decides to use, there is need to determine the extents to which objectives have been
achieved.

STEPS IN CURRICULUM DESIGN

PURPOSE AND NECCESSITIES

What is the need of your curriculum? What problems and issues are you targeting? What do your
students need? Ask such questions before starting to design your curriculum. This will help you to get
the scope of the program effectively. More so it will help to integrate the School's guidance, content and
education policies by the government.

WORK ON THE CURRICULUM MAP

It is always ideal to get a visual representation of your ideas. The same goes to curriculum design in
education. Add necessary details such as students progress, examination and other activities. Mapping
curriculum gives you an over view of what to do, exposing areas that needs curriculum provider to get
an expert assessment of the situation.

LIST THE INTENDED OUTCOMES

This section should include the defined outcomes, the components surrounding the outcomes, some
examples and an over view of the learning tendencies.

ARRANGE CURRICULUM CONTENTS

Identify the contents, topics and materials that will be covered in the curriculum, to help students
acheive the desired learning outcomes.

DETERMINE INSTRUCTIONAL METHODS

Decide on the teaching strategies, activities and resources that will be used to deliver the contents and
engage students in the learning process. Consider using a variety of instructional methods to
accommodate different learning styles and preferences.

DEVELOP ASSESSMENTS

Create assessment strategies and tools to evaluate student's understanding and mastering of curriculum
content. Assessment methods may include quiz, tests , projects ,presentations, etc.

EVALUATION AND REVISION

Evaluate the curriculum based on its impacts on students' learning outcomes, instructional practices
and overall effectiveness. Use evaluation data to inform future revisions, and enhancement to the
curriculum design.

AIMS OF CURRICULUM DESIGN

To develop students' ability to think critically and independently.

To help the students do original and creative work.

To develop lively sense of curiosity and wonder among the learners.

To bring about holistic development of students' personality :physically, Emotinaly, socially and
spiritually.

T develop social consciousness and sensitivity.

To develop global mindset and multiplixity of perceptives and views.

To develop learners who are principled, reflective and self directed.

TYPES OF CURRICULUM DESIGN

The types of curriculum design are sometimes known as curriculum pattern. Here are the different
curriculum pattern.

1-SUBJECT -CENTERED CURRICULUM

This curriculum design refers to the organization of curriculum in terms of separate subjects eg

Economics, chemistry, etc. The contents and the skills to be mastered are are divided into distinct areas
called subjects. Each subjects has its own logical order ,teaching and learning tales place according to
definite sequence decided by the content specialist. Emphasis is put on the body of the knowledge
imparted on the learner.

The subjects centered curriculum has the following characteristics.

The learner is passive recipient

Knowledge is really available in text books and other printed source

Methods used are mainly expository in nature

Content is presented in logical order

The syllabus is predetermined

Non-examinable subjects like games and sports are likely to be neglected

The content is predetermined by authority eg NCDC

ADVANTAGES OF CURRICULUM DESIGN

It divides the curriculum into nice and neat subjects such as History, Literature, etc

Authority can easily plan for human, financial and material resource in advance.

It focus on attaining National goals through the selected subjects and therefore national needs are
addressed.

It is easy to implement especially by young inexperienced teachers

Provide parents, school, communities and other stakeholders with an opportunity of setting expected
performance standard of the learners.

Intellectual powers of individual learners can be devoped through this approach .

DISADVANTAGES OF CURRICULUM DESIGN

text books are made by experts in the fields who might not put into consideration what knowledge and
experience a learner need

This design stresses content teaching and tends to neglect the needs, interest and experience of the
students.

It brings about a high degree of fragmentation of knowledge. The learner do not recognize the inter
connection between subjects.

2-THE LEARNER-CENTERD CURRICULUM

This is the curriculum designed and implemented according to the needs and interest of the learner. The
learner takes the lead and the teacher serves as a guide to facilitate the growth of the learner's
aspirations.

CHARACTERISTICS

It is flexibly planned to meet the needs and experience of the learner.

Selection of content and methods of teaching learning is based on a learner's psychology and
development.

It advocate for activity as a means of learning.

It involves close teacher -learner interaction.

Activities are Co putatively planned by the teacher and the learner.

Learners needs determine what they should learn

ADVANTAGES

Encourages independent thinking

Each learner learns what he/she wants to learn

The curriculum is most likely to be relevant to the learners world

Promotes innovation and problem solving among learners

The designer allowes learner to be active and acquire skills that would be applicable to the real world
DISADVANTAGES

Learner's interests changes from time to time. It becomes difficult to predict

It requires plenty of material for the leaner to succeed

It's success is difficult to assess at a macro level

The teacher is t spend much time In guiding the learner

3-PROBLEM_CENTERED CURRICULUM

This is another form of student centered design that focuses on a student's specific educational
challenges. Teachers can use problem centerd design after identifying areas of improvement for a
student learning eg if a teacher notice a student struggling to understand a specific content, they can
use this curriculum design to help a student better understand the information.

IMPORTANCE OF CURRICULUM DESIGN

It promotes continues improvement. By reflecting on outcome, feedback and evaluation :curriculum

design supports a cycle of continuous improvement.

A well designed curriculum motivate and increase student's Interest in learning leading to improvement.

Jerome Bruner a cognitive psychologist and educater known for his work learning theory, curriculum
design and cognitive development, emphasize the improvement of structuring learning experience in
away that builds on students prior knowledge and promote deeper understanding through
participations and discovery.

It can also help the students to develop their skills through life skill based curriculum.

It can help learners to gain stability potential and being confident in the process of problems solving.

Curriculum design helps in setting pace for learning process.

Guiding learning objectives:It helps educators to establish clear practices and assessment strategies. It
ensures that education content alines with the desired learning goals.

Supporting teaching effectiveness :A well designed curriculum provide teachers with the road map for
structuring lessons, selecting appropriate resources and implementing effective instructional strategies
and supports teacher preparation.

It allows adjustments, revisions and enhancement to optimise teaching and learning experiences
overtime.

In conclusion, curriculum design serves as a foundation for effective teaching and learning, fostering
students success, education, creativity and innovation in the field of education.
REFERENCE
Changing the curriculum. University of London press. P. 13-38

Ralph, C. O. And Tyler, AA (1950).Curriculum theory and practice (2nd ed) London. Hater Row Pub.

Alvin, T(1980).Aspect of curriculum for technical education. Colombia plan, staff collage.

Alba. AL. (2000)curriculum in the postmodern condition. New York Peter Long publishing.

Wendeer, AL. (1985) learner strategies .TESOL Newsletter.