FOUNDATIONS OF CURRICULUM STUDIES

UGANDA MARTYRS UNIVERSITY
EDU 2201: FOUNDATIONS OF CURRICULUM STUDIES
Credit Units: 3 Contact Hours: 45
Lecturer: Mr. Tebaese Christopher
0775-495625/0775-495672/0700-495625
ctebaese@umu.ac.ug or chrissybtc2011@gmail.com
Course Description: This course will attempt to integrate content and practical experience, introducing principles of cooperative learning, planning and teaching. Collaboration will be taught and experienced in a variety of settings. The course will also present the theories, methods and skills related to tests and measurement, encouraging teacher-made examinations and control measures.

Course Objectives: By the end of the course students will be able to:
 Analyze main concepts involved in curriculum and course design and planning.
 Explain the factors which contribute to effective learning.
 Apply educational theory into everyday classroom practice.
 Evaluate instructions.

Learning Outcomes: By the end of the course students should be able to:
• Differentiate between elements of curriculum and curriculum determinants.
• Discuss the main stakeholders in curriculum implementation.
• Explain factors affecting curriculum development.
• Describe approaches to course and curriculum development and design.
• Discuss various methods that are used to evaluate courses.
• Demonstrate the ability to design curriculum.
• Appreciate curriculum studies.

Mode of Assessment:
 Class participation 10%.
 Group projects 20%.
 Individual projects 30%.
 Written exams 50%.

Teaching Methods:
 Lecture.
 Question and Answer.
 Student presentations.
 Case studies.

Course Content:
1. Introduction
- What curriculum implies.
- Types/kinds of curriculum: The actual curriculum; Core-curriculum; Co-curricular; Non-formal curriculum; Hidden curriculum; Spiral curriculum; Official/Formal curriculum; Informal curriculum; etc.
- Syllabus vis-à-vis curriculum.
- Curriculum design vis-à-vis curriculum planning.
- Relationship between curriculum and society.
- Broad context of curriculum design and planning: Political factors; the economic/material context; and the social context of curriculum.
- Patterns of curriculum design and development.
- Factors that determine the curriculum to be adopted.
2. Major Elements of Curriculum
- Aims and Objectives, i.e. curriculum objectives vis-à-vis objectives of curriculum.
- Learning outcomes.
- Content of a curriculum.
- Teaching and learning patterns with regard to curriculum.
- Assessment procedures.
- References in a curriculum.
- Stages and models of curriculum development.
- Curriculum implementation.
- Curriculum innovation.
- Students’ assessment.
3. Strategies and Models: Different curriculum models e.g.
- Objectives model
- Process model
- Product model
- Classic and contemporary curriculum theorists.
4. Different and Contemporary Models of Assessment
- Key stakeholders and the role of each one
- Curriculum monitoring and evaluation: What are monitored – teaching staff; learning processes; assessment; learning resources and performance standards.
5. Methods of Monitoring
- Involvement of stakeholders
- Questionnaires
- Focused groups for meetings
- Interviews
- Students’ assessment and reports
- Etc.

Key References:
1. Berk, R. A. (ed). Criterion Referenced Measurement: The State of the Art. Baltimore, MD: John.
2. Bishop, G. 1985. Curriculum Development: A Text Book for Students. London, Macmillan.
3. Gay, L. 1980. Educational Evaluation and Measurement. Competencies for Analysis and Application.
4. Kerr, J. F. 1968. Changing the Curriculum. London: University of London Press.
5. M. P. Sadker and D. M. Sadker, 2000. Teachers, Schools and Society. 5th Ed. McGraw Hill Companies, USA.
6. Nicino Brown et al 1982. Curriculum Instruction. An Introduction of Teaching. London: Macmillan.
7. Ogoch, G. P. 1982. Curriculum Development Theory and Practice. New York: Harcourt Bruce and World Inc.
8. Urevbu, A. 1985. Curriculum Studies. London: Longman.