UNIT 6- CURRICULUM DESIGN



 

Curriculum is designed with a specific educational purpose. The ultimate goal is to improve student’s learning, but there are other reasons to employ curriculum design as well. For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure that learning goals are aligned and complement each other from one stage to the next. If a middle school curriculum is designed without taking prior knowledge from elementary school or future learning in high school into account it can create real problems for the students.

 

Having gone through the different designs of curriculum through group discussion further helped me understand curricular design better. I learned about all seven designs of curriculum not in detail though but got an idea in small chunk of wisdom. Every design has a distinct traits and goals that are supposed to be fulfilled in the process.



The first of them to emerge as they evolved over time was the subject-centered design.  I think that a variety of designs are offered to consider various learning preferences as well as to address and adapt learners to the shifting demands of the present.

In contrast to subject-centered design, which only focuses on the subject material, I think the balanced curriculum is the most intriguing layout. A well-balanced curriculum, in my opinion, contributes to the competency-based education that the twenty-first century so much needs. The needs and expectations for social behavior and moral standards are taken into consideration, along with learning abilities and prerequisites. The Bhutanese education system also fits into this design with the introduction of new educational policies and reforms that emphasize all rounds of individual learning to become an informed social member and to keep up with the pace of globalization.

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