Conceptions of Curriculum n Dr Thira Kalsoom 2

Conceptions of Curriculum n Dr. Thira Kalsoom

2. 1 Conceptions of Curriculum 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Curriculum is that which is taught in school Curriculum is a set of subjects Curriculum is content Curriculum is a program of studies Curriculum is a set of materials Curriculum is a sequence of courses Curriculum is a set of performance objectives Curriculum is a course of study Curriculum is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships. Curriculum is that which is taught both inside and outside of school directed by the school. Curriculum is everything that is planned by school personnel. Curriculum is a series of experiences undergone by learners in school. Curriculum is that which an individual learner experiences as a result of schooling

2. 2 The diagram attempts to provide an overview of the relationships between some of the concepts Curriculum Development (Total process) Includes Curriculum Construction Implementation (decisions about elements of design) which is based on decisions be Curriculum Foundations Leading to Curriculum and demands that made about overall Curriculum Design

2. 3 Curriculum Development refers to the total process of designing, implementing and evaluating a curriculum. It includes decisions about who will be involved in curriculum construction and the procedures to be used. Curriculum development includes the process of curriculum

2. 4 Curriculum Construction This term has traditionally been used to cover all the processes involved in curriculum making. It is often used synonymously with the term curriculum development. However, it can be argued that while curriculum development refers to the entire of designing and constructing a curriculum. Curriculum construction refers to a part of that process in which decisions are actually made about the elements of the curriculum

2. 5 Curriculum Implementation is a term over which there is probably more agreement about its meaning than any other. It means, quite literally, implementing the curriculum, which has been produced through the processes of curriculum development and construction. It is the process of putting the curriculum design into

2. 6 Curriculum Design Curriculum design is a statement which identifies the elements of a curriculum, states what their relationships are to each other, and indicates the principles of organization and the requirements of that organization for the administrative conditions under which it is to operate”. Curriculum designs are frequently identified by the way in which subject matter or content is organized. Thus one may identify, for example ‘subject’ design, a ‘broadfields’ design or an ‘activity’ design. The choice of a particular curriculum design is influenced by one’s beliefs concerning curriculum foundations.

2. 7 Curriculum Foundations n Curriculum foundations are generally referred to as the basic forces or ideas which influence and shape the curriculum. It is usually considered that these include philosophical ideas about the nature of education and knowledge, the influence of society and culture and views about the person (or child) and how he or she learns.

2. 8 Instruction n Instruction is how the curriculum is delivered to students. It is the interaction between a teaching agent and one or more individuals intending to learn knowledge that is appropriate for students to learn. Of course, teachers qualify as teaching agents. But agents also include other students, school staff, instructional materials, programmed instruction, computer-assisted instruction, videos, and other technology

2. 9 Learning n Usually learning is considered “acquired knowledge or skill” as defined in Webster’s New World Dictionary, 3 rd edition. A slightly elaborated classification holds that learning is what students take from classrooms in there classes of outcomes; knowledge (facts, concepts, generalizations), techniques (processes, skills, abilities), and values (norms, attitudes, interests,

2. 10 Levels of Curriculum These levels include societal, institutional, instructional, and experiential curricula. The societal level is designed by the public, including politicians, representatives of special interest groups, administrators at different levels, and professional specialists. Using sociopolitical processes, these

d 2. 11 Institutional curricula serve schools societal modifications with curricula by local educatorsandlaypeople. This commonly curriculum is organized accordingtosubjectsand includes the topicsandthemestobe studied.

The Instructional Curriculum refers to the one that teachers plan and deliver in schools. Teachers base instructional curricula on what has been determined as necessary or desirable for their school by school authorities. An instructional curriculum that is actually used in a classroom often varies from the planned curriculum, however, because of student responses or other unforeseen 2. 12

2. 13 The Experiential Curriculum is the one perceived and experienced by students. What is experienced differs from one student to students backgrounds, the have next because different motivations, levels of aspirations. and