Course Details
Course Information Package
Course Unit Title | CURRICULUM DEVELOPMENT AT PRE-PRIMARY EDUCATION | ||||||||
Course Unit Code | CUR402 | ||||||||
Course Unit Details | |||||||||
Number of ECTS credits allocated | 4 | ||||||||
Learning Outcomes of the course unit | By the end of the course, the students should be able to:
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Mode of Delivery | Face-to-face | ||||||||
Prerequisites | NONE | Co-requisites | NONE | ||||||
Recommended optional program components | NONE | ||||||||
Course Contents | Definitions of curriculum: Curriculum in the narrow and broad sense. The theory and praxis of curriculum at the micro and macro level. Interpretations of the curriculum based on the idea of Tyler and based on the classic curriculum questions identified by Schubert and his colleagues. Differences between curriculum and curriculum studies. Analysis of the different forms of curriculum. Curriculum orientations: Curriculum, knowledge, reality and individuals, and their interactions. The way the above shape each other according to the way they are perceived. Curriculum orientations, including intellectual traditionalism, social behaviorism, critical reconstructionism and experientialism. The way curriculum orientations affect and shape the curriculum and the way emphasis is placed on knowledge, the individual and the society. Issues and dimensions of curriculum: The hidden curriculum. Important issues in the curriculum, such as assessment, policy considerations, reform, critical thinking, feminism, interculturalism. The curriculum as political text, biographical text, feminist text, etc. Curriculum desin models: Curriculum development models including Taba’s inductive thinking model, the Tyler’s productive model and Walker’s descriptive model, as well as models based on objectives, content and process. Schwab’s emphasis on the four commonplaces of curriculum and the way it can be employed to assess the effectiveness of curriculum and whether it meets the needs of individuals in a particular society. Curriculum and school: The relationship of curriculum with the school, teaching and learning according to Tyler, Schwab, Maslow, Eisner, Apple, Freire. School textbooks and curriculum orientations and the relationship between textbooks and curriculum and teaching. Implementing curriculum into practice: The curriculum within the local context of Cyprus and its European and global dimension. The relationship between curriculum and instruction. The interdisciplinary approach in curriculum and the method of project. Curriculum implementation and the technocratic approach (technical effect) or the humanitarian approach (professional, humanitarian action). | ||||||||
Recommended and/or required reading: | |||||||||
Textbooks |
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References |
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Planned learning activities and teaching methods | The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom. Also there are many group discussions and discussions with the whole class where note-keeping, inquiry, individual and collaborative learning, differentiated learning, brainstorming and critical thinking skills are promoted. Students are prompted to study written sources, readings, articles and other material such as films aiming to ignite discussions. Role playing, organizing activities and modelling are other activities held in the classroom as a means of instruction with student participation. | ||||||||
Assessment methods and criteria |
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Language of instruction | Greek | ||||||||
Work placement(s) | NO |