 Introductions.  Requirements of Curriculum Design.  Aspects of Curriculum Design.  Principles of Program Specifications.  Curriculum Design Procedure. Systemic Approach In Curriculum Design FOR TQ Prof. A. F. M. Fahmy Faculty of Science, Department of Chemistry Ain Shams University, Abbassia, Cairo, EGYPT

 I- INTRODUCTION:  Systemic Education Reform (SER) has gained great importance internationally in the Global age.. FFahmy, A. F. M. (Egypt), and Lagowski, J. J. (USA) suggested an educational process based on the application of “Systemics” named (SATL) (1998).

 SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our students.  By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners.

Fig: 1a: Linear representation of concepts concept Fig: 1b: systemic representation concept

 Systemic Curriculum (SC): Mission and Vision Standards, and objectives TEACHIGN METHODS Formative, and summative evaluation Content Multimedia

 Systemic Curriculum Design (SCD): Mission and Vision of the University CURRICULUM DESIGN (CD) Global Requirements National Requirements Standards and Objectives

 Systemic Mission and vision of the University: Society Civilization EnvironmentReligion Human RightsCulture MISSION AND VISION OF THE UNIVERSITY

II-Requirements of Curriculum Design:  National Requirements. UUniversity Requirements. GGlobal Requirements. TThe above Requirements for interact Systemically.

QAA Framework for Qualifications Special Educational Needs and Disability Act NATIONAL REQUIREMENTS FOR (CD) QAA Code of Practice Systemic of National Requirements for Curriculum Design [SRCD]

 University Modular Framework (UMF) Regulations:  All programmed leading to university award are expected to operate within the UMF.  Increased flexibility of module length.  Extending student choice through options and removal of the elective requirement.  University Requirements [URs] :  Requirements and Guidelines for Implementing the Assessment Review Recommendations.

National and International standards (ISO) Competitive Job Markets GLOBAL REQUIREMENTS OF (CD) Global Economy Market  Global Requirements: Systemic of Global Requirements For Curriculum Design

 Learning Outcomes. LLevel Descriptor. III-Aspects of Curriculum Design: PProgramme Outcomes.

Learning Outcomes Programme Outcomes Systemic Aspects of Curriculum Design Level Descriptor Systemic Aspects of Curriculum Design (SACD)

 Learning Outcomes :  A learning outcome is a clear statement of that which a learner is expected to be able to do or to know at the end of his/her program/course study.  What is the learning outcome?

 Provide easier access to the curriculum by those wishing to accredit their knowledge and experience gained outside university. Why learning outcomes?  Help ensure that appropriate assessment methods are adopted, and thereby increase the potential for diagnostic assessment.

 Programme Outcomes: What is the Program outcome?  programme outcomes, include statements of personal transferable skills, or key skills. In addition to QAA requirement that programme specifications are produced for taught programmes.  A programme outcome is a statement of that which a student is expected to be able to do or know at the end of his/her programme/ course of study.

IV-Systemics Principles of Curriculum Specifications [ SPCS ] Curriculum is Holistic and Coherent Encouraging Independence In Learning Principles of programme Specifications Inclusive and accessible/student centered

Instructional Strategies Task Analysis Principles of Learning Work Plans Objectives and Tests Leaner Analysis VALIDATION AND EVALUATION V-Systemic of Curriculum Design Procedure

1- Instructional Strategies  Make courses effective and popular.  How to design exercises? When to use exercises?  What about evening work? Pre-course work.  Keep materials at the best reading level.

2- Work Plans  Where to start ?  Estimating design time.  How to reduce course costs ?  How to reduce course length ?

3- Principles of Learning  Meeting student needs.  How much theory/background material to include in a course.  What is the best approach to Attitude/Motivation courses.  What types of activities to schedule based on time of day.

4-Learner Analysis  What you need to know about learners?  Where to get this information ?  Questions to ask to determine learners' motivation.

5- Task Analysis  What are the sources of data.  How to build the course at the learners' level ?  What is the best way of sequencing course content?  How to link learning to job requirements ?  How to analyze "soft" skills ?

6-Objectives and Tests  What Types of objectives ?  How to write objectives quickly and easily.  What is the best testing pattern?.  How to design performance checklists.

7-Validation and Evaluation  How to conduct developmental tests ?  What to include in a course evaluation ?  What Evaluation forms you can use ?  How to measure learning?  How to measure satisfaction?

 References: (1) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998]. (2) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), (3) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004]. (4) Liverpool John Moores University Learning, and Teaching Web. (5) Workshops; Instructional Design for New Designers; Langving Learning Services. USA.