8:14 AM
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Unit 1: Introduction to Curriculum (5) 1.1. Curriculum as subject 1.2. Curriculum as courses of study and
syllabus 1.3. Curriculum as experiences 1.4. Curriculum as objectives 1.5. Curriculum as plan of learning. |
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Unit 2: Bases for Curricular Decision Making (17) 2.1 Philosophical
bases 2.1.1 Philosophy and curriculum 2.1.2 Idealism and curriculum. 2.1.3 Naturalism and curriculum. 2.1.4 Pragmatism and curriculum. 2.1.5 Realism and curriculum 2.2 Society and
culture 2.2.1 Society, culture and curriculum 2.2.2 Socio-cultural factors influencing curricular
decisions 2.3 Nature of
knowledge • Knowledge
as contents and process. • Levels of
contents • Explosion
and obsolescence of knowledge. 2.4 Nature of
learner • Need,
interest and maturation level • Learning
needs of children with special needs. |
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Unit III: Curricular Components (17) 3.1 Aims, goals and objectives • Concepts and relationship • Types of objectives: general and
specific • Classification of objectives:
cognitive, affective and psychomotor 3.2 Content:
selection and organization 3.3 Teaching-learning
experiences • Criteria of selecting and organizing Learning
Experiences • Teacher initiated and learner initiated experiences 3.4 Evaluation /assessment of student
learning |
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Unit 4: Process of Curriculum Development (5) 4.1 Concept of
Curriculum Development. 4.2 Steps of
Curriculum Development. 4.3 School level Curriculum Development Process
in Nepal. |
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Unit 5: Existing School Level Curriculum of Nepal (5) 5.1. Level wise
goals: Pre-Primary, Basic and Secondary 5.2. Structure
of curriculum of each level 5.3. Components
of subject-wise curriculum: • Introduction • Level wise competencies • Grade wise learning outcomes • Skills/ scope and sequence and
elaboration of contents • Facilitation Process for learning • Assessment of student achievement 5.4. Review of school curriculum of Nepal |