UNIT 6 - CURRICULUM DESIGN

The understanding of how a curriculum is truly curated was the main goal of this course. Curriculum design, according to Barlow et al. (1984), is primarily concerned with questions like what to include in the curriculum and how to present it so that it may be applied successfully. It can be considered in a variety of contexts. There are seven different types of curriculum designs: subject-centred, learner-centred, problem-centred, balanced, integrated, and board-field. We were split up into groups to talk about a certain aspect of curriculum design for this.

Most interesting: Since it focuses on preparing children for their future, I appreciated learning about balanced and child-centred curriculum design.

Balance Curriculum Design 

Child-Centered Design

Both of these curriculum designs put a strong emphasis on competency-based education and take a variety of learners into account. Learning about the core curriculum was also interesting to me. A core curriculum is a group of common courses that are required of all undergraduates and are thought to be essential for students' general education, regardless of their choice of major. One of its many fascinating elements was how the core curriculum contributes to addressing social concerns in society. In addition, the subject matter is chosen in accordance with everyday events. Additionally, it seeks to maximize student participation. Additionally, it emphasizes the introduction of interactive teaching and learning strategies to improve a favourable environment.

The learner's requirements want, and aspirations are taken into account in the learner-centred design, which is the least interesting. It also has a few significant flaws, like the possibility that learners' interests and requirements are not legitimate. Additionally, it might not reflect the fundamental learning abilities and could end up being expensive because it calls for resources that are available to each individual.