The meaning, nature and purpose of the curriculum. The principles of curriculum construction. The concept of curriculum development. The components of the curriculum. Types of curriculum design: subject-centered, activity-centered, undifferentiated and differentiated, student-centered, problem-centered.
UNIT OBJECTIVES
Meaning and Nature of Curriculum
Furthermore, curriculum theory points to a "hidden" curriculum (ie the unintended development of personal values and beliefs of students, teachers and communities; the unexpected impact of a curriculum; unforeseen aspects of a learning process). Source: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/. Quality-framework/technical-notes/different-meaning-of-curriculum/. The issue of alignment and sequencing in a curriculum requires maximum attention.
Definitions of Curriculum
Social studies textbook writers emphasize selected facts, concepts, and generalizations that students must achieve. This allows students to develop a higher level understanding. ii) Although programmers are not directly involved, they also help determine the scope of the social studies curriculum.
B. Ragan (1960): All experiences of the child for which the school accepts responsibility
Oliva's Definition of Curriculum: What is this Phenomenon Called Curriculum?
It is a common perception that the broad field of curriculum studies is not well defined. Looking at Oliva's description of curriculum studies, it becomes clear that curriculum studies is a comprehensive field in itself.
BASIC FACTS RELATED TO CURRICULUM
- Curriculum Theory and Practice
- Curriculum as a Process
In other words, it can be described as a powerful exercise that consists of classroom events. Newman and Ingram said that the following definition was taken as a starting point, "those processes which enhance or, if they go wrong, hinder a person's learning". This then developed and a curriculum became 'an organic process by which learning is delivered, received and internalized' (Newman & . Ingram 1989:1).
In planning
In empirical study
In relation to justification
- Curriculum in Context
- PRINCIPLES OF CURRICULUM CONSTRUCTION
- Aims of Education and Objectivity
- CONCEPT OF CURRICULUM DEVELOPMENT
- COMPONENTS OF CURRICULUM
- Cognitive Domain Taxonomies Some of the usable taxonomies are
- TYPES OF CURRICULUM
- Overt, explicit or written curriculum: This refers to all the written aspects of the curriculum and includes all the documents formally selected and designated by curriculum experts
- The hidden or covert curriculum: Everything that happens in the educational institution is part of this curriculum. Longstreet and Shane (1993) offer a commonly accepted definition
- The null curriculum: This includes what we do not teach, implying that this is not important
- Curriculum in use: This is the curriculum in textbooks and district curriculum guides. It is in fact the actual curriculum that is delivered and presented by the teacher in the class
- Types of Curriculum: Inert, Official and Hidden
- TYLER'S FOUR BASIC PRINCIPLES
- SUMMARY
- KEY TERMS
- ANSWERS TO 'CHECK YOUR PROGRESS'
- QUESTIONS AND EXERCISES
- FURTHER READING
The innate strength of children should be drawn out and sharpened through the curriculum. In the cumculum, it is necessary to ensure that the child's creative abilities are developed.
FOUNDATIONS OF CURRICULUM DEVELOPMENT
INTRODUCTION
UNIT OBJECTIVES
PHILOSOPHICAL FOUNDATION
The philosophy establishes various aspects of education including the objectives of education, the content, the way the curriculum is handled, the teaching methods, the role of the teacher, the type of evaluation, the form of discipline, etc. It is the philosophy that decides why a subject or specific subject should be studied. be included in the curriculum. What strategies and methods should be applied to achieve the specific objectives?
According to the idealistic philosophy, education should help to realize the spiritual nature of the child. The purpose, process and means of education must be within the child's experiences. Therefore, the subjects included in the curriculum must be in accordance with the interests and needs and the natural environment of the children (students).
Current experiences, activities and interests of the child must be taken into account in the curriculum. To achieve the specified goal of education, the system must be child-centered, must be in accordance with the psychological characteristics of the learner. Man is the center of the universe and the basic characteristic of human personality represents his unrestrained freedom.
Constructivism: Vygotsky through his constructivist philosophy to education stresses that cognitive development is a social activity. He adds that activities in the cultural development of child appear
- PSYCHOLOGICAL FOUNDATION
For the realization of this curriculum, schooling must be experience-centred - involving the body, mind, feelings and emotions of the child. The social, cultural, demographic, environmental and economic conditions of the country must be kept in mind while developing school curriculum. Continuous and comprehensive evaluation should be made more effective and should be included in the curriculum.
Curriculum should be set up in such a way that CCE (Continuous Comprehensive Evaluation) and grading system can be introduced. Illustrations and examples should be included in the curriculum and capacity building program for school teachers organized regularly. Modules for in-service training programs should be developed according to the needs of the teachers.
It is clear that the curriculum must be flexible enough to allow it to be adapted to the special needs of children. A meaningful curriculum should be compatible with children's mental abilities, personality characteristics, abilities and behavioral qualities. In addition, the curriculum should have core, elective, elective, advanced, additional and ancillary subjects.
Socio-cultural Theory: Lev Vygotsky in his theory emphasized the following
- SOCIOLOGICAL FOUNDATION
- Use of Technology in Curriculum Development
- Modernization and Innovation of Curriculum Development
- HISTORICAL FOUNDATION
- Johann Friedrich Pestalozzi and the Curriculum (1746-1827)
- Post-Independence Efforts in the Field of Curriculum Development
- SUMMARY
- ANSWERS TO 'CHECK YOUR PROGRESS'
- QUESTIONS AND EXERCISES
- FURTHER READING
According to them, cognitive development is a product of the interaction of the environment with the intellectual potential and activities of the individual. A host of events can be listed that helped in the historical development of the curriculum. John Locke was an early supporter of the idea that schools should be a pleasant place to learn.
There should be no gap between home and school; both must work together for the good of the child. All aspects of a student should be developed - intellectual, moral and physical. Despite the revision of the Curriculum Framework in 2000, the difficult issues of curriculum load and the tyranny of examinations remained unresolved.
He believes in a fundamental belief in the ability of each individual to face the larger issues of the world. Schools are part of society and exist for the development of society. Man is the center of the universe and the basic characteristic of man's personality is his uncontrolled freedom.
PROCESS OF CURRICULUM DEVELOPMENT Structure
- INTRODUCTION
- UNIT OBJECTIVES
- SITUATION ANALYSIS AND FORMATION OF AIMS AND OBJECTIVES
- IDENTIFICATION OF LEARNING EXPERIENCES AND ACTIVITIES
- ORGANIZATION OF LEARNING EXPERIENCES AND ACTIVITIES
- EVALUATION
- Administrative regulation: Judging how good the school system is, how good individual teachers are, etc
- Importance of Curriculum Evaluation
- SUMMARY
- QUESTIONS AND EXERCISES Short-Answer Questions
- FURTHER READING
What process knowledge and skills should the student acquire at the end of the topic discussion? At the end of the topic: which context in the field should the students reach. Regarding curriculum development in education, two aspects of evaluation are mentioned as part of the curriculum development process.
It should be judged in light of measuring student performance on criterion-referenced tests. This assessment is different from the student assessment of a course for certification purposes. One of the main tasks when developing a curriculum is to prepare an exhaustive list of specific objectives to be achieved through the curriculum.
The existing situation: All aspects of curriculum according to the curriculum plan must be studied to identify the missing features of the curriculum implemented in the schools. Acceptability of the programme: In addition to assessing the effectiveness of the curriculum it is also important to assess its acceptability. The purpose of evaluation at this stage is twofold (a) to find out which areas of support are required for effective implementation of the curriculum in schools; and (b) to control the quality of the product i.e.
CURRICULUM DESIGN Structure
INTRODUCTION
UNIT OBJECTIVES
SOURCES OF CURRICULUM DESIGN Definition of Curriculum Design
- Different Sources of Curriculum Design
A design can end in failure if one or more components of the curriculum design do not work as desired, or if the components do not work well together. In fact, a key element of curriculum design is to provide for continuous corrections and improvements, even during the design process and also afterwards. Curriculum design is a methodical way of planning instruction, although there is no hard and fast rule for following some inflexible set of steps.
Curriculum decisions made at one stage are necessarily independent of decisions made at other stages, and the curriculum design process tends to be iterative, so it is always likely that different stages crossed may return for reassessment and possible modification. Conceptualization of a curriculum design (It should be clear what content or subject matter needs to be taught to realize our stated goals and objectives). Refinement of a curriculum design (What has been realized and what measures are taken accordingly in relation to the teaching programme, learners and teachers (evaluation).
Progressive and flexible curriculumists, humanistic educators, and those engaged in postmodern dialogue consider the learner as the primary source of curriculum design. The curriculum's source of origin is from what we know about the learner and the emphasis is on 'learning by doing'. However, for many private and parochial schools, this source of curriculum is still valuable and influential.
TYPES OF CURRICULUM DESIGN
- Undifferentiated and Differentiated
The curriculum is a cumulative process, and school experiences exert their influence on the student, like water dripping on a stone wears it away. Students spend time learning what is in the text instead of learning to think about it. It focuses on the needs of students, rather than others involved in the educational process such as teachers and administrators.
The curriculum focuses on the needs of the students and thus the subject taught will be adapted to the specific requirements of the students. It is ineffective from the point of view of the overall development of the child as it does not aim at a new stage of the developmental process, but instead lags behind this process.' In short, the lesson is planned to enter a developmental level that is measurable with the student's current stage of development. This suggests that the VET curriculum includes general or academic knowledge, although the level required may be lower than that of all academic programmes.
This can be seen in the UK with the NVQ Level 3 curricula for travel services and in Ireland for professional cookery, where the whole structuring of the design process is simple and undifferentiated. At its most fundamental level, differentiating instruction means "shaking up" what's going on in the classroom so that students have numerous options for engaging information, making sense of ideas, and expressing what they're learning. Differentiated instruction is more qualitative than quantitative: Adjusting the amount of an assignment will generally be less effective than adjusting the nature of the assignment to suit the needs of the students.
Social problems and Reconstructionist Design
- NATIONAL CURRICULUM FRAMEWORK FOR SECONDARY EDUCATION-2005
- NATIONAL CURRICULUM FRAMEWORK FOR SECONDARY EDUCATION- 2009
- ANSWERS TO 'CHECK YOUR PROGRESS' 1. The different sources of curriculum designs are
- QUESTIONS AND EXERCISES
- FURTHER READING
When you don't see it, all the pieces of the puzzle seem disjointed. The idea of coherence starts with a view of the curriculum as a broadly conceived concept – as the curriculum – that is about something. While vertical designs (sequence, continuity) are related to the longitudinal arrangement of a design component, horizontal designs (scope, integration), on the other hand, are about the side-by-side arrangement of the components in the curriculum design.
For example, a spiral format of the curriculum simultaneously provides both horizontal (expanding knowledge) and vertical (deepening knowledge) aspects of a curriculum design. The revision of the National Curriculum Framework, 2000, was specifically initiated to address the problem of curriculum burden on children. It provides a brief overview of the education scenario and past efforts in restructuring the curriculum.
It contains quite a lot of excellent recommendations on the different dimensions of the curriculum and related topics. For pre-primary education, the National Council of Teacher Education (NCTE), a statutory body under the central government, is responsible for planned and coordinated development of teacher education in the country. Impact on teacher education of children's right to free and compulsory education, 2009.