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Lecturer(s)
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Dvořáková Kaněčková Eva, Mgr. Ph.D.
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Nábělková Jitka, Mgr. Ph.D.
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Course content
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The subject Curriculum Creation deals with theoretical and practical aspects of curriculum creation (conceptual, planned, implemented, effect, result). Topics: (each topic always 2 teaching hours) 1. Concept curriculum, planned curriculum (requirements of the RVP and SVP). 2. Curriculum theory and practice: examples of SVP educational programs: comparison of traditional and innovative approaches. 3. Creation of implemented curriculum: examples of plans of thematic units and teaching hours. 3. Curriculum design: curriculum models, supportive and mediating curriculum model (detailed analysis of both models, their advantages and disadvantages. 4. Teaching units: Analysis of specific examples based on different approaches. 5. Impact of approaches on curriculum creation: How the choice of approach affects content, methods and assessment. 4. RVP and SVP: content of RVP and SVP. 5. Relationship between RVP and SVP: How a school creates its own SVP based on RVP. 6. Importance for teachers: How to use RVP and SVP in planning and implementing teaching. 5. Curriculum design in practice - Designing for various subjects: Practical examples for various approvals. 6. Creation of thematic units and lessons: How to design teaching in accordance with RVP and SVP. 7. Definition of objectives, content and outcomes. 6. Trends in the curriculum
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work
- Homework for Teaching
- 12 hours per semester
- Attendace
- 12 hours per semester
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Learning outcomes
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The aim of the course is for participants to: - apply their knowledge of the project-based curriculum in their implemented curriculum (subject plans, thematic units, lessons in the context of the compulsory curriculum), - apply curriculum theories, concepts and approaches in the development of different types of educational programmes, - acquire skills in the development of the implemented curriculum, - become aware of the importance of curricula for the achievement of educational objectives, - have knowledge of basic approaches to curriculum design (responsive, mediating curriculum model), - explain the differences between these approaches and their implications for curriculum design, - give concrete examples of curriculum units based on different approaches, - summarise the content of the RVP and SPP documents, - have skills in designing curriculum in the scope of their subjects, thematic units and individual lessons in the context of the binding curriculum documents of the RVP and the selected SPP, - define the objectives and curriculum in the context of the requirements of the selected curriculum, - formulate learning outcomes in the context of key competences, - give examples of specific curriculum units for different types of schools, - set out ways of checking pupil learning outcomes, - describe current trends in curriculum development, and provide criteria for assessing curriculum quality. Through the discipline, the participants will acquire basic pedagogical competences, which form an integral part of the entire educational process and therefore correspond also to the competences defined in the competence framework for graduate teachers (linking mainly to areas 2.1, 2.2, 2.3, 2.4, 2.5). Translated with DeepL.com (free version)
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance
The requirements are defined by the objective, which will be verified by the colloquium.
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Recommended literature
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Hajerová, Műllerová, L., Slavík J. Modelování kurikula. 2020.
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Maňák, J. a kol. Kurikulum v současné škole. 2008.
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PASCH, M. a kol. Od vzdělávacího programu k vyučovací hodině. 1998.
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Prášilová, M. Vzdělávací program a jeho tvorba. 2006.
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Průcha, J. a kol. (). Pedagogický slovník. 2003.
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