Approved by the decision of the meeting of the department of

Methodology at the Faculty of Education 1 dated to September 9 th

2024( Protocol N1)
Assoc.prof.G.X.Shiraliyeva_________
__

Course title Curriculum Academic year-2024-2025/ VII

Course hours 60 Delivery mode
Course credits 5 Course instructor-Asgarzade
Aynur
Group Essex Office hours-by appointment
Course supervisor Teacher Asgarzade Aynur
aasgarzade@beu.edu.az

Course Outline

Basics of the general education curriculum introduces the future teachers to the new syllabus curricula
currently being applied, and their main features and principles. The content of the syllabus curricula, learning
strategies, forms of assessment are taught. The interactive teaching methods in education (discussion,
brainstorming, research, role-playing games, and the projects) will be applied. Teaching of the subject will
ensure the formation of knowledge and skills in students about the effective organization and management of
the pedagogical process, the teacher-student relations, and the modern approaches to these relations.

Learning Outlines :

By the end of the course the traineers who regularly attend classes will :

1. Explains the content of the policy in education, and the educational reform documents

2. Interprets the concept of curriculum, the International Curriculum, the concept of the syllabus
curricula, the structure and content of the syllabus curricula, and the information about the active learning.

3. Demonstrates the skills working independently with pedagogical literature, research, analysis,
synthesis, and etc..

4. Demonstrates the pedagogical knowledge on the modern forms and methods of teaching, ability to
apply the innovative pedagogical technologies in practice in future pedagogical activity.

5. Students gain the scientific-theoretical, practical knowledge and skills on curriculum-based planning,
methods, forms and ways of teaching the specialty.

Course Aims:

 to determine the teachers who are knowledgeable about the content of the curriculum of the specialty
subject
 to instruct trainees to identify principles, aims, components of active learning methods
 to enable students to distinguish learning strategies, the stages of the lesson with active learning,
choose the methods and tools for modern assessment
 to demonstrate traineers ways to be able to use the modern information technology in lesson planning,
make the right choice of additional learning resources for subjects taught in secondary school
 to present some strategies for the effective application of technology in the learning process, both
theoretically and practically, learn world experience and apply in practice
  to coach traineers with professional teacher training that provides personality-oriented education,
which is one of the main principles of the curriculum.

LEARNING OUTCOMES :
Conduct independent research on various pedagogical ideas, approaches, and prepare presentations,
and majke judgments.
1. Formation and development of the communication and cooperation skills.
2. Use different taxonomies in defining the learning objectives.
3. Achieve the application of general education curricula, including the English language
curriculum in teaching according to the structure of the subject curriculum, acquire the research skills,
and demonstrate that they have grown as competent personnel.

SEN (Special Educational Need)

Education identifies and assesses processes for students with SEN requirements and develops specific
skills for supporting students with cognitive, learning and mental needs as well as sensory and practical
needs. SEN Education provides a deeper understanding of how to work closely with students with
special education needs. It is an accessible way to gain general knowledge of SEN education and learn
about different needs of students with learning challenges, to ensure you are promoting an inclusive
learning environment and tailoring tour teaching approach to a student`s specific requirements. SEN
teaching courses will help you to communicate with parents, careers, and other people involved in a
student`s support circle. You`ll learn how to support student beyond academic study in areas such as
developing social skills and friendships, as well as managing behavior

COURSE DEVELOPMENT FORM (TEACHING FORMS AND METHODS):

1. Interactive lecture, discussion, brainstorming, research, discussion, organization of debates.

2. Comparison and analysis of the opinions of several authors-pedagogues on pedagogical approaches.
3. Use of video material, computer programs including PowerPoint, Web-2 on-line tools.
4. Use of group, pair, and individual forms of work.

GENERAL RULES:

1. ATTENDANCE: Students who do not participate in more than 30% of all hours allocated to the
syllabus will not be admitted to the exam.
2. LEARNING PROCEDURE OF SYLLABUS:

Maximum number of points (total points earned during the semester and according to the results of the
exam):
100 points

1. Maximum points collected during the semester - 50 points

 Maximum attendance - 10 points

 Maximum for independent work of students - 5 points
 Maximum activity in seminars - 5 points
 Maximum according to the results of collegiums- 30 points

a) Students who have more than 50 points during the semester and according to the results of the
exam are considered to have mastered the subject. In seminar classes, if a student has at least 3 (three)
grades in the journal, he / she is given points for this type of teaching. Otherwise, he / she is not given
points. (If class hours are short, a frontal survey is conducted). The learning procedure of the subject :.
b) Maximum -50 points according to the results of the exam - The amount of the points earned by the
student in the exam should not be less than 17.

III Evaluation Criteria:

Below 51 points - F (unsatisfactory)
51-60 points - E (satisfactory)
61-70 points - D (sufficient)
71-80 points - C (good)
81-90 points - B (very good)
91-100 points – A (excellent)
REQUIRED TEXTBOOKS AND EDUCATIONAL SUPPLIES:

1. Nigar Zeynalova, Ayten Bayramova "Fundamentals of general education curriculum", Education of the
Republic of Azerbaijan Ministry of Azerbaijan Languages University, “Science and Education”, Baku-2017

1. Law of the Republic of Azerbaijan on Education. Baku: Legal Literature Publishing House, 2009, 79 p.

2. Concept of general education in the Republic of Azerbaijan (National curriculum) // Curriculum, №1, 2008,
p. 131-150

3. Active training. Resources for instructors and teachers. Ministry of Education of the Republic of Azerbaijan
/ Education Development Center, Baku, 2003

4. Subject curricula for I-IV grades of general education schools. Baku, 2008.

5. Veysova Z. Active (interactive) training: A handbook for teachers, UNICEF, 2007

CALENDAR PLAN

Week Name of the topic Date Hour

1 Topic 1. The field of curriculum

Curriculum approaches

Behavioral approach

Managerial approach

Systems approach 2

Academic approach

Humanistic approach

Postmodern approach

Topic 2. The roles of the Curriculum worker

1. The student`s role

2. The teacher and the curriculum 2
3. Changing professional roles; Standards and testing
2 Topic 3. Philosophical foundations of curriculum 2

1. Idealism
2. Realism
3. Pragmatism
4. Existentialism

Topic 4. Educational philosophies 2

1. Perennialism
2. Essentialism; Reaffirming the best and brightest
3. Progressivism
4. Reconstructionism

3 Topic 5 Psychological foundations of curriculum 2

Cognitive perspective
The montessori method
2
Topic 6 Jean Piaget`s theories
Piaget`s influence; Tyler,Taba,Brunner, and Kohlberg
Developmental theories ; beyond Piaget
Topic 7 Bloom; Early environment 4
IQ thinking and learning
Brain research and learning
 The impact of technology on the brain and learning
Problem solving and creative thinking
İnnovation and technology
Cognition and curriculum

4 Topic 8 Phenomenology and humanistic psychology -

Gesalt theory 4

Maslow;Self –actualising individuals

Rogers;Nondirective and therapeutic learning

Social and emotional intelligence

Positive psychology and mindset

Topic 9 moral /character education

Moral conduct and controversy

Moral teaching 2

Moral character

Performance character

Binary bits and reading habits

5 2
Topic 10. Culture of the classroom

The peer group

Peer culture and the school

Peer and racial groups

Social class and academic achievement

Topic 11. Curriculum design

Sources of curriculum design

Scope 2

Sequence

Continuity

İntegration

Articulation

Balance

6 Topic 12. Representative curriculum design

Subject-centered designs

Leaner-centered designs 2

Problem-centered designs
 Curriculum design theoretical frameworks

The shadows within Curricula

Topic 13. Technical-scientific approach (modernist perspective)

The models of Bobbitt and Charters

The Tyler model: Four basic principles

The taba model: Grassroot rationale 4

The backward-design model

The task-analysis model

7 Topic 14. Nontechnical-nonscientific approach(postmodernist, 2

Postconstructivist, Perspective)

The deliberation model

Doll`s model of curriculum development

Topic 15. Participants in curriculum development

Teachers
2
Students

Principals

Curriculum specialists

Assistant

State agencies

Regional organisations

Other participants

8 Topic 16. The nature of implementation 2

İncrementalism

Communication

Support

Topic 17. İmplementation as a change process 2

Types of changes

Resistance to change

Stages of change`

9 Topic 18. Curriculum implementation models 2

Modernist models
Postmodernist models
Factors affecting implementations
Topic 19. Key players

Students
2
Teachers

Supervisors

Principals
 Curriculum directors

Curriculum directors

Curriculum consultants

Parents and community members

10 Topic 20. Evaluation models

Scientific models,Modernist models
Humanistic models,postmodernist models 2
Action-research model

Revision (Written Test )

11 Topic 21 Testing 2
High-stakes tests
Norm-referenced tests
Criterion-referenced tests
Subjective tests

Topic 23 Alternative assessment 2

12 Topic 24 Human issues of evaluation 2

Topic 25 Challanges in the 21st century 2

13 Topic 26 International Scenes in education 2

Education in particular countries

Finland

Background

The uniqueness of Finland

The Finnish educational system,lessons from Finland

Total: 60 hours
Copyright

Materials created by the course instructors are their intellectual property, unless they are designed as
open education resources. Students are responsible for respecting copyright rules. Furthermore,
students are not allowed to copy or share the course material without permission.