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The document outlines the concepts of core curriculum, school curriculum, and course curriculum development, emphasizing the definitions and components of curriculum as well as the processes involved in its development. It discusses the importance of educational goals and the desired outcomes for learners, including skills and characteristics needed for citizenship and innovation. Additionally, it highlights the influence of various educational theories and societal values on curriculum design.

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4 views13 pages

Slide 6

The document outlines the concepts of core curriculum, school curriculum, and course curriculum development, emphasizing the definitions and components of curriculum as well as the processes involved in its development. It discusses the importance of educational goals and the desired outcomes for learners, including skills and characteristics needed for citizenship and innovation. Additionally, it highlights the influence of various educational theories and societal values on curriculum design.

Uploaded by

Grandy Eleazar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Core Curriculum, School Curriculum and Course

Curriculum Development

Associate Professor Chatri Fangkhamta


Faculty of Education, Kasetsart University
Content

1. What is the curriculum?


2. What are the main components of the course?
3. How are the core curriculum and school curriculum
related?
4. What is the process of developing a course
curriculum?
Review the meaning of the curriculum

X is a book that contains essential


content that students must learn.
Review the meaning of the curriculum

Good (1973) defined the curriculum in three dimensions:

A curriculum is a set of subjects and learning experiences that students


are required to study.

A curriculum is a broad educational program that a school has planned


to teach children at each level.

A curriculum is a sequence of subjects that must be taken in order to


graduate.
Review the meaning of the curriculum
Phop Laohaiboon (1997) stated that the curriculum is a mass of experiences that
educational institutions provide to learners. It is an experience both in the
classroom and outside the classroom. It consists of four important elements:
1. The purpose of the course refers to the intention of the course to give the specified
characteristics to the person.
2. Content refers to various types of knowledge, including facts, concepts, principles, rules,
theories, hypotheses, and the process of seeking knowledge.
3. Curriculum implementation refers to teaching, which is a process in which teachers try to
organize activities for learners to learn and change in order to achieve the characteristics
specified in the curriculum objectives.
4. Evaluation means checking whether the learner has changed their behavior or achieved
the results as planned or not.
Review the meaning of the curriculum

The course consists of four questions :


1. What is the purpose you want to seek?
2. What learning experiences can be provided?
3. How to organize effective learning experiences?
4. How do you know you've achieved your goals?
Course components
• Functionalist Theory
Elements affecting the curriculum • Conflict theory
Sociology of Education • Theory of
interpretation
• Critical Theory

course

Philosophy of Education
Educational Psychology

• Essentialism
Developmental Theory Learning Psychology
• Eternalism
• Evolution •Piaget's Theory of Intellectual Development•Behaviorist learning theory
•Cognitive learning theory
•Kohlberg's theory of intellectual development
• Reformist •Erikson's Theory of Intellectual Development•Humanistic learning theory
• Existentialism •Freud's theory of intellectual development •Maslow 's motivation theory
Elements affecting the curriculum

question
1. What do we want our country to be like (
society, philosophy, beliefs)?
2. What kind of citizens do we want?
3. What should the curriculum look like?
Examples of national and international desired goals
Sustainable Development Goals (SDGs)
There are 17 goals in total.
Examples of national and international desired goals

Vision (Australia )
To shape the lives of the nation's citizens to determine
the social and economic well- being of the nation by enabling
youth to draw on knowledge, understanding and skills to
enable them to participate effectively in society, promote
cooperation and social cohesion and enable them to find
meaning and purpose in life.
1. Learner
Be a diligent person, eager to learn, and have lifelong learning skills to keep up with the digital world and the world of the future, and have
competence that comes from knowledge, expertise in various fields, have aesthetics, preserve and apply Thai wisdom, have life skills to create work or a
good career on the basis of sufficiency, stability in life and good quality of life for oneself, family and society.

2. People who join in creating innovations


Be a person with intellectual skills, 21st century skills, digital intelligence, creative thinking skills, cross-cultural skills, cross-disciplinary
integration competencies, and have entrepreneurial characteristics to jointly create and develop technological or social innovations, increasing
opportunities and value for oneself and society.

3. Strong citizens
Be a person who loves the nation, loves their homeland, knows right from wrong, has a sense of being a Thai citizen and a global citizen,
has a volunteer spirit, has an ideology and participates in national development based on the principles of democracy, justice, equality, and equity for
the sustainable management of natural resources and the environment and peaceful coexistence in Thai society and the global community.

The desired outcomes in 3 areas that are appropriate for each age group, that are continuous, connected and cumulative, from early
childhood education, basic education, vocational education to higher education are shown in Diagram 1 and elaborated in Table 1.

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