Essays academic service


Unit 009 outcome 1 1 outline the

It also shows the interaction and relationships of the four essential phases of the curriculum development process: It is important to acknowledge that things do not always work exactly as depicted in a model!

Each phase has several steps or tasks to complete in logical sequence.

  • Summative evaluation provides evidence for what works, what does not work, and what needs to be improved;
  • Using large play equipment is a good example of how children assess and manage risk.

These steps are not always separate and distinct, but may overlap and occur concurrently. For example, the curriculum development team is involved in all of the steps. Evaluations should occur in most of the steps to assess progress.

Each step logically follows the previous. It would make no sense to design learning activities before learner outcomes and content are described and identified. Similarly, content cannot be determined before learner outcomes are described. In the experience of the author, and confirmed by other curriculum specialists, the following curriculum development steps are frequently omitted or slighted.

  • The correct actions after an accident can save life, ie;
  • Although the setting, outing or activity may be one you have used many times, one very important factor will change- The children taking part;
  • Children need some freedom in order to develop their skills;
  • Summative evaluation provides evidence for what works, what does not work, and what needs to be improved;
  • The first is procedures for conducting a needs assessment;
  • Similarly, content cannot be determined before learner outcomes are described.

These steps are essential to successful curriculum development and need to be emphasized. Recruiting and training volunteer facilitators: Evaluating and reporting on the impact of the curriculum: Two types of evaluation are included in the Phases and Steps illustration: Summative evaluation provides evidence for what works, what does not work, and what needs to be improved.

In every step of the curriculum development process, the most important task is to keep the learner in this case, youth in mind and involve them in process.

  • For example, the curriculum development team is involved in all of the steps;
  • Once you have started the activity that you have risk assessed it is important that you monitor the risks you identified and if anything changes you should review and change the risk assessment immediately Any activity a child does involves some risk;
  • But they do not have the skills and judgement to make safe choices;
  • Evaluating and reporting on the impact of the curriculum;
  • For example, the curriculum development team is involved in all of the steps;
  • Two types of evaluation are included in the Phases and Steps illustration:

The results may prompt decision makers to allocate resources for a curriculum development team to prepare curriculum materials. A brief description of each of the curriculum development steps is described below.

OVERVIEW OF THE CURRICULUM DEVELOPMENT PROCESS

After reviewing these descriptions, you should have a very clear idea of how the steps occur in each of the phases and what each step includes. The steps in this phase include: This section explores some of the questions that need to be addressed to define the issue and to develop a statement that will guide the selection of the members of a curriculum development team. The issue statement also serves to broadly identify, the scope what will be included of the curriculum content.

Topics covered in this section include: The goal is to obtain expertise for the areas included in the scope of the curriculum content among the team members and develop an effective team. The first is procedures for conducting a needs assessment.

A number of techniques are aimed toward learning what is needed and by whom relative to the identified issue. Techniques covered in this section include: Analysis, the second part of this needs assessment step, describes techniques on how to use the data and the results of the information gathered.