Curriculum Development and Evaluation

Recommended Prerequisites

No prerequisites.

Teaching Methods

The theoretical-practical work includes three contexts and their respective methodologies:
1 Face-to-face sessions:
- Direct instruction (exposition with exploration of documents and realisation of exercises) and guided discussion in small and large groups);
- Pedagogical simulation (with a focus on Citizenship Education, bringing the training provided at university closer to teaching in schools).
2 Tutorial support:
- Individual and/or small group accompaniment in carrying out planned tasks.
3 Autonomous work:
- Theoretical study and construction of a portfolio (based on the pedagogical simulation).

Learning Outcomes

1.1 Acquiring knowledge specific to the subject area
-Integrating acquired knowledge into previous cognitive schemas
-Accurately retrieve this knowledge
1.2 Understanding this knowledge
-Relate particular aspects of knowledge
-(Re)organise knowledge, giving it meaning
1.3 Analysing different situations on the basis of this knowledge
-Explore these situations and discuss them critically
-Make sense of these situations in order to achieve relevant syntheses
1.4 Applying this knowledge appropriately, critically and creatively
-Use new cognitive schemes to realise concrete opinions and/or tasks
-Check the adequacy/correctness of these schemes
Affective
2.1 Valuing the specific knowledge of the subject area
-Getting involved in the appropriation of knowledge
-Recognising the value of knowledge
2.2 Linking teaching action to the organisation of this knowledge
-Commit to this knowledge;
-Acting coherently with this knowledge.

Work Placement(s)

No

Syllabus

THEORETICAL
1.Framework
1.1 Meaning(s) of education and the school curriculum
1.2 Teachers as professionals
1.3 Bases (political, philosophical and scientific) for curricular and assessment work
2.Curriculum development
2.1 A guiding scheme for curriculum work
2.2 Possible curricular paths and teaching decisions
2.3 Circumstances in which the curriculum develops
2.4 Curriculum structuring: phases and references
2.5 Documentary concretisation of the curriculum
2.6 Curriculum in interaction
3.Assessment
3.1 Generations and paradigms of assessment
3.2 Modalities of assessment
3.3 Development of the referentialisation methodology
3.4 Planning, drafting and defining assessment criteria for testing instruments
3.5 Designing assessment processes for the development of transversal competences
PRACTICAL
- The place of Citizenship Education in the school curriculum
- Teaching in this curricular area
- Structuring and presenting curricular and assessment processes.

Head Lecturer(s)

Carlos Manuel Folgado Barreira

Assessment Methods

Assessment
Synthesis work: 50.0%
Exam: 50.0%

Bibliography

-Anderson, L. & Krathwohl (Eds) (2001). A taxonomy for learning, teaching and assessing. Longman.
-Barreira, C. (2018). Aprender e ensinar: Dos modos de fazer aos modos de avaliar. J. Machado & J. Alves (Org.) Conhecimento e ação: Transformar contextos e processos educativos (pp.38-51). Universidade Católica Portuguesa.
-Barreira, C. (2019). Conceções e práticas de avaliação formativa e sua relação com os processos de ensino e aprendizagem. M.Ortigão et al. (Org.). Avaliar para aprender em Portugal e no Brasil: perspectivas teóricas e de desenvolvimento (pp. 192-218). CRV
-Damião, M.H. (1996). Pré, inter e pós-acção. Minerva Coimbra
-Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101-108
-Pacheco, J. (2005). Estudos curriculares. Porto Editora.
-Tanner, D. & Tanner, L. (2007). Curriculum development: Theory into practice. Pearson
-Surna, T. et al (2025). Developing curriculum for deep thinking. Springer.