Designing the Classroom Curriculum Designing the Classroom Curriculum

Lynch, Smith, Howarth • • • • • skills and often reflecting some of the concepts identified in the national documents available when the frameworks were developed in the individual states. (Typically “content” reflects perceived self- sufficiency needs, significance, utility, student interests and so on). Pedagogy and teacher practices in combination with presentation of subject content. (This is usually schematic rather than detailed). Equity linkages (such as opportunity-to-learn objectives or standards). Policy linkages (a comprehensive approach to the relationships of content to student assessment, professional development, teacher preparation and certification, support services, school governance, facilities, community involvement, and other areas of policy). Performance expectations/standards and recommendations for the use of alternative forms of assessment. Rationale for the use of technology and tools in the classroom (cited in North Central Regional Educational Laboratory, n.d.) Curriculum Development ‘Curriculum development’ deals with the total plan and rationale that shapes the classroom curriculum when the teacher begins thinking about what they will do as a teacher in a classroom. At this stage, such elements as the “content”, objectives and outcomes, lessons and assessment take on special significance. Curriculum development draws on preferred sources to create the classroom curriculum including the individual student’s characteristics, discipline and other knowledge, society and its institutions and science, depending on the designer’s brief or conceptions. An on-going criticism of curriculum development models is that the bits that comprise them are often poorly defined, or lack theoretical underpinnings. For example, the term “learning experiences” is commonly used but is not so commonly linked to the teaching activities that provide the opportunities for students to experience them. Curriculum Design ‘Curriculum design’ is what teachers do as they plan their classroom curriculum. There are two main approaches. The first relies on the characteristics of people and the second is more interventionist, seeking to guide students through experiences that are thought to be necessary for the individual and society and that can be evaluated. The first kind of curriculum design premise stresses subjective aspects of human life, the personal and aesthetic, the uniqueness and importance of the individual( 9 ). The focus tends to be squarely on communication, personal values, the individual's self-perceptions, self-expression, self-needs and personality integration. Also, in keeping with this approach, it tends to favour activity, group-oriented and “learning ( 9 ) See for example http://www.learningandteaching.info/learning/humanist.htm 33

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