COURSE AND SYLLABUS DESIGN

Course and Syllabus Design



Course and Syllabus Design

Curriculum Development

One element chosen for the course and syllabus design is the curriculum development. The curriculum, which represents information about the course (discipline, optional) in a concentrated form, is a source of assessing the quality of specialist teaching activities in the field of education. Currently, educational institutions used a model curriculum on subjects which are approved by the Ministry of Education and are advisory in nature. They are the basis for the preparation of teachers of educational work programs that take into account regional and national-school component, methodological potential teachers, the level of preparedness of students, the possibility of using new information technologies (Kolodziey 2006, 4).

Curriculum development is revealed as a real stage of the training teacher professional when conditions are necessary to ensure the teacher participation in the design and, especially, when the participation extends the scope of decisions to improve teaching and school. Faculty can become active creators and performers curriculum, not mere implementers. The school community involved in a continuous process of construction and use of theory, reflecting cooperatively on experience, adapts, adjust and decide the curriculum. Members of the team responsible for developing a curriculum are teachers who work in schools and are selected at the beginning of a new project to develop a curriculum. The team members have good knowledge of planning and design of curriculum, discipline and teaching methods in class exemplary, and the ability to work cooperatively with others.

One of the priorities of curriculum development is to achieve the quality of modern education that meets the current needs of the individual, society and state. To a large extent the conditions of effective implementation of educational policies determined at the level of educational institutions and set out in its educational program. Aims and objectives of the educational program, the requirements of state standards in one way or another educational field are realized through programs for academic subjects (Brooks 1999, 1).

Curriculum development process

Curriculum development requires making judgments about the purpose and meaning of education are the result of conscious deliberation held in the within the school by groups of teachers and collect their intention to act in a certain way to achieve the desired results. Changes in curricula based on learning outcomes by year and subject, and, where appropriate, of standards, are complete or under development. Learning outcomes and standards integrate the four areas of basic skills, or literacy and communication, problem solving, human relations and technology. The development of curriculum follows an orderly process in which one uses the selective participation of educators, representatives of post-secondary institutions and industry and other community members with relevant expertise.

The curriculum framework acts as a mediator between social reality and the reality internalizing personal meanings, both in students and in the teachers. The learning outcomes of students are concise descriptions of the knowledge and skills students are expected to learn during a course or grade in a subject. Learning outcomes are expressed as general outcomes and specific outcomes, ...