Curriculum Development Stages and Planning: A Comprehensive Guide
Curriculum Development Stages
Stage 1 (1920-1950): Models of Rational Planning
This stage, pioneered by F. Bobbitt and Ralph Tyler, focused on the efficient management of curriculum and achieving predetermined results. Tyler aimed to present a rational method for analyzing and interpreting the curriculum within educational systems.
Stage 2 (1960-1975): Curriculum Projects: A Practical Approach and Process
The 1970s saw a shift towards a practical approach, valuing practice over psychological theory. J. Schwab advocated for a “practical-deliberative” paradigm, emphasizing curriculum as a practical problem solved through discussion.
Stage 3 (1975-1990): Reconceptualizing and Critical Theory
This stage involved developing alternative, non-technical approaches to curriculum thinking. Reconceptualization viewed curriculum as a field of study, while critical theory aimed to foster critical awareness and social change.
Curriculum Development by Schools
Budget and Features of an Adaptive Approach
This approach emphasizes the role of schools in adapting and developing curriculum to meet the needs of their students and communities. It promotes teacher empowerment and school autonomy, recognizing teachers as reflective practitioners who can respond to the challenges of their specific contexts.
The PC as a Reform Imposed from Above
This approach, often referred to as “educational projects and curriculum,” places the responsibility of curriculum design on schools while simultaneously imposing administrative regulations. This can lead to challenges such as a lack of genuine autonomy and difficulty in fostering collaboration within schools.
Planning Curriculum Projects
Addressing Planning as a Process
Curriculum planning should be viewed as an ongoing process of evolution, based on the specific needs and context of the school. It should involve all stakeholders and consider the type and mode of education desired for students.
Objectives of Curriculum Planning
- School-focused design and development: Encourage collaboration and knowledge sharing among teachers.
- Corporate planning: Make schools a joint project of the teaching profession.
- Inductive and collective approach: Build curriculum based on the specific needs of the school.
- Continuous review and improvement: Regularly assess and adapt curriculum plans.
- Institutional commitment to improvement: Prioritize ongoing educational development.
Textbooks vs. School-Specific Curriculum
Textbooks, designed for a general audience, often contradict the idea of a school-specific curriculum. They may not address the unique needs and context of each school and its students.
School Evaluation in Spain
Spain employs a rigorous evaluation system that includes both external and internal evaluations. External evaluations provide an objective assessment, while internal evaluations allow schools to reflect on their own practices and identify areas for improvement.
Teaching Units in Planning
Teaching units are the building blocks of curriculum planning. They should include:
- Core thematic: The central topic and justification for the unit.
- Learning objectives: The skills and competencies students will develop.
- Content organization: The sequence and structure of key concepts.
- Methodological strategies: The activities and resources used for teaching.
- Materials and resources: The tools and materials needed for learning.
- Evaluation plan: How student learning and teaching effectiveness will be assessed.
Effective curriculum development and planning require a comprehensive understanding of the different stages, approaches, and components involved. By considering the specific needs of schools and students, educators can create meaningful and relevant learning experiences.