Lets do some modelling Think of the best and the worse programme you attended What made it very good or very bad for you? What specific experiences or components in the curriculum made the difference? 1

Broad Curriculum Models Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches The curriculum is then structured based on the key principles of the model Main Models: Product Model (plans and intentions) – Content-based – Outcomes-based – Standards-based – Competency-based Process Model (learning activities and the experience) – Inquiry-based learning – Problem-based learning – Case-based learning – Challenge-based learning

Content-based Curriculum This curriculum model focus on a detailed description of the subject content, and how it is best organized (structured and sequenced) to enable both effective (and efficient) teaching and learning to occur. The systematic acquisition of different Forms of knowledge are seen as important to the development of the mind. Content can be organized in different ways: Discipline-BasedCentred on key concepts and principles that are fundamental to understanding the key structure (e.g., topics ) areas within a discipline Integration of fieldsMerging 2 or more disciplines into an interdisciplinary subject cluster (e.g., humanities, general science, etc) Theme-BasedFocus on a key theme (e.g., health & safety, sustainable development, poverty, etc.) and emphasizes the relations between concepts across the disciplines

Outcomes-based Curriculum Outcomes-Based Curriculum focused very much on what the students can do as a result of the curriculum experience. It guides the planning of teaching through precise description of learning outcomes. Key characteristics:  Identification of clear student learning outcomes, which describe the result of learning for that curriculum  The learning environment and instructional system is designed to promote the desired outcomes  Assessment supports the learning process (formative) and is more performance based (authentic assessment). Teaching, learning and assessment are systematically interlocked.

Standards-based Curriculum This is essentially a refinement of outcomes-based curriculum in that it goes even further in setting the criteria relating to what students should know and be able to do in different subjects and at different phases of schooling. Standards are normally subject specific, detailed descriptions of expected learning outcomes per grade or phase of schooling. These standards are then used as the basis for curriculum planning

Competency-based Curriculum “ A competency model describes the particular combination of knowledge, skills and characteristics needed to effectively perform a role in an organisation and is used as a human resource tool for selection, training and development, appraisal, and succession planning” (Lucia, A. D. & Lepsinger, R.,1999, ‘The Art and Science of Competency Models’, p.5) “…a cluster of related knowledge, skills, and attitudes that affect a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development” (Parry, S. R. The Quest for Competencies, “Training”, July, 1996, pp 48-55)

Competency Pyramid Aptitude Traits/ Dispositions SkillsKnowledge Behaviours

Competency Standards Competency elements Performance criteria Underpinning knowledge Range and context Evidence sources 8

Process-based Curriculum The curriculum model is based on the assumption that the types of learning Experience and the cognitive and affective processes developed is more important than statements of intended learning outcomes, standards or content lists. Experiential learning Cycle (Kolb) Meta- Cognition Generating Possibilities Evaluation Analysis Compare & Contrast Inference & Interpretation Model of Thinking (Sale) Emotional Intelligence (Goleman)