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The document discusses the meaning and concepts of curriculum. It defines curriculum as the instructional and educative program through which pupils achieve their life goals and aspirations. The curriculum allows the general aims of school education to receive concrete expression. Traditionally, the curriculum was subject-centered while modern curriculum is child-centered and focused on life. Some key determinants of curriculum mentioned are individual needs, cultural change, social change, and value systems. Issues in curriculum include scope, sequence, integration/balance, and ensuring continuity between previous and future learning.
The document discusses the meaning and concepts of curriculum. It defines curriculum as the instructional and educative program through which pupils achieve their life goals and aspirations. The curriculum allows the general aims of school education to receive concrete expression. Traditionally, the curriculum was subject-centered while modern curriculum is child-centered and focused on life. Some key determinants of curriculum mentioned are individual needs, cultural change, social change, and value systems. Issues in curriculum include scope, sequence, integration/balance, and ensuring continuity between previous and future learning.
The document discusses the meaning and concepts of curriculum. It defines curriculum as the instructional and educative program through which pupils achieve their life goals and aspirations. The curriculum allows the general aims of school education to receive concrete expression. Traditionally, the curriculum was subject-centered while modern curriculum is child-centered and focused on life. Some key determinants of curriculum mentioned are individual needs, cultural change, social change, and value systems. Issues in curriculum include scope, sequence, integration/balance, and ensuring continuity between previous and future learning.
word Currere which means a race course or a runway on which one runs to reach a goal. Accordingly, a curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression. Traditional concept-The traditional curriculum was subject-centered while the modern curriculum is child and life-centered. Modern Concept of Curriculum:
Modern education is the combination of two dynamic
processes. The one is the process of individual
development and the other is the process of socialization,
which is commonly known as adjustment with the social
environment. Cunningham - Curriculum is a tool in the hands of the
artist (teacher) to mould his material (pupils) according to
his ideas (aims and objectives) in his studio (school).
Morroe - Curriculum includes all those activities which
are utilized by the school to attain the aims of education.
Crow and Crow - The curriculum includes all the learners
experience in or outside school that are included in a
programme which has been devised to help him
developmentally, emotionally, socially, spiritually and
morally. T.P. Nunn-The curriculum should be viewed as various
forms of activities that are grand expressions of human
sprit and that are of the greatest and most permanent
significance to the wide world.
Explicit curriculum
Extra school-sponsored programs that are
curriculu intended to supplement the academic
m aspect of the school experience
Scope Scopeof ofcurriculum curriculum 1. Goals: The benchmarks or expectations for teaching 1. Goals: The benchmarks or expectations for teaching and learning often made explicit in the form of a scope and learning often made explicit in the form of a scope and sequence of skills to be addressed; and sequence of skills to be addressed; 2. Methods: The specific instructional methods for the 2. Methods: The specific instructional methods for the teacher, often described in a teachers edition; teacher, often described in a teachers edition; 3. Materials: The media and tools that are used for 3. Materials: The media and tools that are used for teaching and learning; teaching and learning; 4. Assessment: The reasons for and methods of 4. Assessment: The reasons for and methods of measuring student progress. measuring student progress. Nature Natureof ofcurriculum curriculum 1. the instructional programme as indicated by 1. the instructional programme as indicated by the course offerings to meet the varies the course offerings to meet the varies requirements of a vast heterogeneous requirements of a vast heterogeneous population population 2. the courses of study, embodying outlines of 2. the courses of study, embodying outlines of knowledge to be taught knowledge to be taught 3. all the experiences provided under the 3. all the experiences provided under the guidance of the school guidance of the school Nature Natureof ofcurriculum curriculum Close examination of them reveals the Close examination of them reveals the difficulty in deciding difficulty in deciding the basic nature of curriculum. the basic nature of curriculum. 1. Is it thought of as a programme and pattern 1. Is it thought of as a programme and pattern of offerings? of offerings? 2. Is thought of to be a content of courses? 2. Is thought of to be a content of courses? 3. Is it thought of to be experiences through 3. Is it thought of to be experiences through which knowledge is communicated? which knowledge is communicated? Nature of curriculum Nature of curriculum Curriculum is that which makes a difference Curriculum is that which makes a difference between maturity and immaturity, between between maturity and immaturity, between growth and stasis, between literacy and growth and stasis, between literacy and illiteracy, between sophistication (intellectual, illiteracy, between sophistication (intellectual, moral, social and emotional) and simplicity. moral, social and emotional) and simplicity. It is the accumulated heritage of mans It is the accumulated heritage of mans knowledge filtered through the prisms of knowledge filtered through the prisms of contemporary demands and pressures. contemporary demands and pressures. It is that wisdom considered relevant to any It is that wisdom considered relevant to any age in any given location. age in any given location. It is that we choose from our vast amount of It is that we choose from our vast amount of heritage of wisdom to make a difference in the heritage of wisdom to make a difference in the life of man. life of man. Some Someissues issuesin incurriculum curriculum Some of the issues in curriculum are scope, sequence and integration or balance. Some of the issues in curriculum are scope, sequence and integration or balance. Scope relates to what should be taught or Scope relates to what should be taught or learned. learned. Sequence relates to when different parts Sequence relates to when different parts of the curriculum should be learned with of the curriculum should be learned with respect to the other parts of the respect to the other parts of the curriculum. curriculum. Integration relates to how different Integration relates to how different strands of a piece of curriculum relate to strands of a piece of curriculum relate to other things other things Continuity relates to how previous learning Continuity relates to how previous learning and future learning relate in terms of and future learning relate in terms of cumulative effects of learning. cumulative effects of learning. Scope Scope Scope refers to the breadth of the curriculum- Scope refers to the breadth of the curriculum- the content, learning experiences and activities the content, learning experiences and activities to be included in the curriculum. to be included in the curriculum. The scope can be arrived at by answering the The scope can be arrived at by answering the following questions: following questions: What do young people need in order to succeed What do young people need in order to succeed in the society? in the society? What are the needs of the locality, society, What are the needs of the locality, society, nation and world? nation and world? What are the essentials of the discipline? What are the essentials of the discipline? Sequence Sequence Sequence relates to when different parts of the Sequence relates to when different parts of the curriculum should be learned with respect to the curriculum should be learned with respect to the other parts of the curriculum. other parts of the curriculum. There are many ways in sequencing: There are many ways in sequencing: simple to complex chronological simple to complex chronological easy to difficult developmental easy to difficult developmental prerequisite learning close at hand to far prerequisite learning close at hand to far away away whole to parts easy to difficult whole to parts easy to difficult parts to whole known to unknown parts to whole known to unknown Balance Balanceor orintegration integration The curriculum should integrate: The curriculum should integrate: 1. Cognitive, affective and psychomotor 1. Cognitive, affective and psychomotor objectives and abilities objectives and abilities 2. Knowledge and experience 2. Knowledge and experience 3. Objectives and content 3. Objectives and content 4. Childs activity and needs with the society 4. Childs activity and needs with the society needs and activity. needs and activity. It should be related to the social environment of It should be related to the social environment of the students the students Curriculum development is a comprehensive, ongoing, cyclical process to determine the needs of a group of learners; to develop aims or objectives for a program to address those needs; to determine an appropriate syllabus, course structure, teaching methods, and materials The process of curriculum development is very essential for the following reasons: Assessment of educational needs Formulation of objectives Selection and organization of content Selection and organization of learning experiences Evaluation of content and learning experiences Determinants of curriculum The major determinants of curriculum are as follows: Individual needs Cultural change Social change Value system vidual ividual ds eds
The curriculum is determined by the
needs of the learner for physical development, intellectual development, social development, moral development and aesthetic development. A holistic development of the learner is possible through a curriculum. Therefore the needs of the learner is a major determinant of the curriculum. Culture is the totality of ones customs, norms, values, beliefs, techniques and practices that characterize social living. Culture Culture This is an important determinant of curriculum. The beliefs, values and norms held by and propagated by a society is instrumental in deciding the different aspects of the curriculum. Every society tries to preserve and transmit its culture and education is a potent tool in this regard. Curriculum is therefore a very significant force in deciding the experiences that are to be included in the curriculum. A change in the life style of a group, a Social Social community or a society is called social Change change. Change
Social change includes technological
changes, economic changes, political changes and changes in values. The technological changes cause change in the style of living and therefore influences the curriculum accordingly. Economic changes demand changes in curriculum by bringing about change in occupational structure. Political changes have an impact on curricula. The policies of the government decide the core features of a curriculum. Value Value System System Values play a crucial part in the formulation and implementation of educational ideologies. Generally, two kinds of values enter into curriculum making. They are: Ultimate values that determine the aims and purposes of education Instrumental values that are related to the means of education. The ultimate values and instrumental values of a society decides the type of curriculum appropriate for it.