Models of Curriculum Organisation

2012 ◽  
pp. 18-34 ◽  
Author(s):  
Neil Burton ◽  
David Middlewood ◽  
Roy Blatchford
1988 ◽  
Vol 32 (3) ◽  
pp. 375-386 ◽  
Author(s):  
Peter J. Fensham

Strong social forces operate to control the content of learning in those parts of the school curriculum that play a critical role in subsequent levels of education or career selection. The development of the senior science subject, Physical Science, is used as a case study for exploring the aspects of epistemology and curriculum organisation that evoke these sorts of forces. Interest in making science and technology more relevant and more accessible to all students at this level of schooling is evident in many recent international and Australian reports. Some of the difficulties that are likely to face such a direction for science education are suggested from the case study.


2017 ◽  
Vol 10 (4) ◽  
pp. 161-164 ◽  
Author(s):  
Irena Idel ◽  
Suet-Wan Choy ◽  
Catherine Marnoch ◽  
Lawrence P McMahon

In recent decades, women with significant medical conditions have increasingly chosen to become pregnant. This has broadened and intensified the interface between obstetrics and internal medicine, a collaboration which has always needed cooperation but which increasingly demands open discussion and planning to ensure optimal outcomes for mother and fetus. The aims of this article are to describe the state of obstetric medicine practice in Australia and New Zealand, including its history and development, the training and education curriculum, organisation of its service delivery, and potential opportunities for research and collaboration.


Curationis ◽  
1983 ◽  
Vol 6 (2) ◽  
Author(s):  
L.R. Uys

The six stages of curriculum-development are discussed briefly with the new comprehensive nursing program in mind. The problems encountered in the first stage, situation analysis, are identified and the use of objectives in the total curriculum discussed. The different patterns of curriculum organisation are described and selection of content, methods and techniques briefly referred to. The importance of evaluation as the last stage of curriculum development is shown.


10.28945/2560 ◽  
2002 ◽  
Author(s):  
Sita Ramakrishnan ◽  
Ashley Cambrell

This paper presents our template-based approach in building a web-based system titled "Dynamic curriculum Organisation by Innovation through Technology (DoIT)". We have considered the meta-environment of any course development process and found that we can produce two kinds of knowledge assets from this environment. A delivery (asset) environment forms the basis of our traditional course delivery mechanisms. An in-forming (asset) environment can be created to engage the students to learn what they have learnt from the delivery environment. Normally, curriculum developers and curriculum implementers (lecturers and TAs) are involved mainly with only one aspect of this asset: the delivery environment. Our Bachelor of Software Engineering students also learn about what they have learnt in their undergraduate degree course by engaging with the in-forming environment of DoIT. We present a meta-environment for creating knowledge assets and show how our DoIT system fits within this educational knowledge framework.


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