|
Lecturer(s)
|
-
Nábělková Jitka, Mgr. Ph.D.
-
Fasnerová Martina, doc. PhDr. Ph.D.
|
|
Course content
|
The subject Curriculum Creation deals with theoretical and practical aspects of curriculum creation (conceptual, planned, implemented, effect, result). Topics:
|
|
Learning activities and teaching methods
|
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
|
|
Learning outcomes
|
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)
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
Student performance
|
|
Recommended literature
|
-
GREGER, D. a NAJVAR, P. eds. (2010). ORBIS SCHOLAE, Educational Change in the Global Context, 2 (4)..
-
Hajerová, Műllerová, L., Slavík J. Modelování kurikula. 2020.
-
JANÍK, T. et al. (2009). Proměny kurikula současné české školy: Vize a realita. ORBIS SCHOLAE, 2010, 3 (4),. Brno: MU.
-
KALHOUS, Z. et al. (2009). Školní didaktika 2. Praha: Portál.
-
Maňák, J. a kol. Kurikulum v současné škole. 2008.
-
PASCH, M. a kol. Od vzdělávacího programu k vyučovací hodině. 1998.
-
PASCH, M. et al. Od vzdělávacího programu k vyučovací hodině: jak pracovat s kurikulem. Praha: Portál. 2005.
-
Prášilová, M. (2006). Tvorba vzdělávacího programu. V Praze: Triton.
-
Prášilová, M. Vzdělávací program a jeho tvorba. 2006.
-
Průcha, J. a kol. (). Pedagogický slovník. 2003.
-
Průcha, J. (2013). Moderní pedagogika.. Praha: Portál.
-
Rámcové vzdělávací programy (PV, ZV, GV, OV, ZUV). [on-line]. [cit. 2015-01-19]. Dostupné z: http://nuv.cz/ramcove-vzdelavaci-programy..
|