Course aims:

Developing the ability to critically analyze curricular processes and products;
Developing the ability to design, implement and evaluate differentiated and personalised curriculum
Developing a positive attitude for the field of professionalism by basing it on a correct understanding of the importance of achieving an effective personalized curriculum management

Course Entry Requirements:

Basic knowledge in the field of curriculum theory and methodology acquired during undergraduate studies, through professional experience and / or in non-formal or informal learning contexts.

Course contents:

1. Knowledge with its different meanings in the contemporary world: knowledge-assimilation-understanding; knowledge society - knowledge production. 
Analytical-critical approach of some phrases from the specialized literature
2. Fundamental concepts: management - curriculum management (broad and narrow meaning of the term)
3. Perspectives of analysis of the curriculum system as a complex conceptual system
4. Hypostases of the curriculum: hypostases specific to the ideea of ​​personalization and correlative to it
5. Personalised curriculum - directions of analysis; different approaches; different hypostases.
6. Concrete ways to achieve personalization in curriculum design
7. Concrete ways of accomplishment in the curricular implementation and on the evaluation sequence

Teaching methods:

Lecture, Examples, Conversation, Exercise, Algorithmization, Academic controversy

Learning outcomes:

1. power point presentation for one of the topics in the subject of the discipline of your choice
2. definitions and short presentations for the concepts: DIFFERENTIATED CURRICULUM, PERSONALIZED CURRICULUM, PERSONALIZED INTERVENTION PLAN.
3. a didactic project for a topic of your choice WITH A PERSONALIZED VARIANT FOR A STUDENT / PRESCHOOL STUDENT WITH SPECIAL EDUCATIONAL REQUIREMENTS.

Learning outcomes verification and assessment criteria:

Develop a portfolio of tools and applications in accordance with the specified requirements as outcomes.

Recommended reading:

Anne Campbell & Lin Norton, Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice, Learning Matters, London, 2010, 5-80.
David Middlewood & Neil Burton, Managing the Curriculum, SAGE Publications Ltd, New York, 2001, 5-100.
Kellan Sparks (Editor), Curriculum Management: Teaching and Learning, Willford Press, London, 2017, 5-100.