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Regular version of the site
Master 2020/2021

Curriculum Theory

Type: Elective course (Pedagogy)
Area of studies: Pedagogy
When: 2 year, 3 module
Mode of studies: offline
Instructors: Natalia V. Smirnova
Master’s programme: Pedagogy
Language: English
ECTS credits: 4

Course Syllabus

Abstract

The course aids the master students in analyzing and interpreting the curriculum and instruction programs of educational institutions via the lens of the curriculum theories. The participants will learn how to be reflective, ethically responsive, professionally knowledgeable, collaborative, and communicative practitioners who are able to demonstrate leadership.
Learning Objectives

Learning Objectives

  • The course is designed to provide master students with the knowledges to become perceptive and inquiring educators.
  • The participants will learn various theories behind the curriculum development and design, recognize philosophical orientations and be able to translate their broad perspective of curriculum knowledge into theoretical curricular frameworks, as well as to solve problems and implement changes.
  • A modern educational practitioner has to know and apply the broad curriculum knowledge (theories, development, processes) and engage in thoughtful leadership in the necessary curriculum decisions
Expected Learning Outcomes

Expected Learning Outcomes

  • use theories to examine philosophical, historical, sociological, psychological, and political orientations in curriculum development
  • demonstrate analytical understanding of the relationship among the four components – curriculum, teacher, students, and context
  • develop an understanding how to shift from being the teacher as a curriculum doer as a curriculum leader
Course Contents

Course Contents

  • What is curriculum and the field of curriculum studies
  • What counts as knowledge?
  • Curriculum as content and product
  • Curriculum as Process and Development
  • Curriculum development, change, and control. The politicization of the school curriculum
  • Curriculum evaluation. National and ‘international’ standards in education
Assessment Elements

Assessment Elements

  • non-blocking In-class participation
    For each seminar, you can earn points by completing the small writing tasks before the seminars and at the seminars. The tasks you will see in Schoology. There is a deadline for your answers, which will be the end of the day before the seminar. For example, if your seminar is scheduled on 15th January, the deadline for uploading a homework is 14th January, 23:55.
  • non-blocking Final exam
    The written proposal should not exceed 10 pages and show grow out of your professional practice. It should include the following elements: • Focus: What is the problem that drives your curriculum project development? • Context: What roots does your project have in the history of curriculum? • Curriculum theory: How does your projects relate to a particular body of the curriculum theory literature? Why? • Related literature: What body of literature on curriculum change, planning, evaluation, etc. does your project relate? • Discussion: What conclusions can be drawn based upon the literature? What questions and gaps still remain? What next steps can be taken? What applications can be made to classroom practice? • Bibliography page (APA style)
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.5 * Final exam + 0.5 * In-class participation
Bibliography

Bibliography

Recommended Core Bibliography

  • The Primary Curriculum : Learning from International Perspectives, edited by Linda Hargreaves, and Janet Moyles, Taylor & Francis Group, 1998. ProQuest Ebook Central,

Recommended Additional Bibliography

  • Key concepts for understanding curriculum, Marsh, C. J., 2009