Curricular Development

Recommended Prerequisites

Curriculum components and organization. Basic principles of curriculum planning in Physical Education (from Teaching Practices subjects).

Teaching Methods

Theoretical lessons with direct instruction, thematic powerpoint presentations and student questioning (22h 30m); practical lessons based in non direct teaching and cooperative learning (22h 30m) supported by texts and other material from internet; independent study and readings (20h); oriented study (6h); curriculum project development in group work (30h); Assessment: written test preparation (7h).

Learning Outcomes

Development of student competencies in curriculum development process and strategies, in order to: understand and justify educational planning practice within curriculum theory in specific contexts; recognize curriculum theory and curriculum development relevance in teaching practices; identify curriculum models and planning processes; develop planning, curriculum enactment and evaluation skills within different levels and specially at school level; acquire practical skills in constructing contextualized curriculum projects.

Work Placement(s)

No

Syllabus

Curriculum theory and curriculum development framework. Curriculum elements. Models of curriculum organization. Prescriptive and flexible models of curriculum. Curriculum as research and curriculum projects.
Curriculum as a project and teachers’ role in this process. Constructing and developing school curriculum projects. Portuguese Physical Education Curriculum at Elementary and Secondary levels of education. Design of curriculum projects for 1^st Cycle of Elementary School. Curriculum evaluation.

Head Lecturer(s)

Paulo Renato Bernardes Nobre

Assessment Methods

Continuous
Synthesis work: 10.0%
2 Midterm exams: 40.0%
Project: 50.0%

Bibliography

Bento, J. (1998). Planeamento e Avaliação em Educação Física. Lisboa: Livros Horizonte.
Bloom, B. S. et al. (1956). Taxonomia de los objectivos de la educación. Buenos Aires. El Ateneo.
Boomer, G. (1982). Negotiating the curriculum. A teacher-student partnership. Australia: National Library of Australia.
Boutinet, J.-P. (1996). Antropologia do Projecto. Lisboa: Instituto Piaget.
D’ Hainaut, L. (1980). Educação, dos fins aos objectivos. Coimbra: Livraria Almedina.
Del Carmen, L. (1990). El Proyecto Curricular de Centro. In T. Mauri et al. El Currículo en el Centro Educativo. Barcelona: Horsori.
Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
Flinders, D. e Thornton, S. (1997). The Curriculum Studies Reader. New York: Routledge.
Gimeno, J. e Pérez Gómez, A. (1992). Compreender y transformar la enseñanza. Madrid: Morata.
Machado, F. et al. (1999). Currículo e Desenvolvimento Curricular. Problemas e perspectivas. Lisboa: ASA.
Marsh, C. e Willis, G. (1995). Curriculum: Alternative Approaches, Ongoing Issues. Englewood Cliffs: Prentice-Hall.
Nobre, P. (2002) O currículo como projecto e o papel da escola e dos professores na sua construção. O desenho de projectos curriculares: uma hipótese. In Um Projecto Curricular para uma Escola Básica Integrada. Monografia (não publicado). Lisboa: Faculdade de Psicologia e de Ciências da Educação. (pp. 29-39)
Pacheco, J. (1996). Currículo: Teoria e Praxis. Porto: Porto Editora.
Perrenoud, P. (1999). Construir as competências desde a escola. Porto Alegre: ARTMED.
Ribeiro, A. (1990). Desenvolvimento Curricular. Lisboa: Texto Editora.
Roldão, M. C. (1999). Gestão Curricular. Fundamentos e Práticas. Lisboa: Ministério da Educação, DEB.
Román Peréz, M. e Diéz López, E. (1994). Currículum y Enseñanza. Madrid: Ed. EOS.
Siedentop, D. (1998). Aprender a enseñar la Educación Física. Barcelona: Inde