LECTURE 1 UNIT 1 CURRICULUM THE CONCEPT B

LECTURE: 1 UNIT: 1 CURRICULUM THE CONCEPT B. ED (1. 5 YEAR) SEMESTER 1 SUBJECT: CURRICULUM DEVELOPMENT COURSE TITLE: CURRICULUM DEVELOPMENT REPRESENTED BY: MS SADIA TARIQ DEPARTMENT OF EDUCATION (PLANNING AND DEVELOPMENT) LAHORE COLLEGE FOR WOMEEN UNIVERSITY, LAHORE.

LEARNING OUTCOMES After studying this unit, you should be able to: § Define various concept of curriculum. § Describe the desirable characteristics of the curriculum. § Describe the broad concept of the curriculum. § State the need and scope of curriculum. § List the steps and characteristics in curriculum planning. § State and analyse the principles of curriculum development

INTRODUCTION § § Curriculum is an area of vital importance to the professional teacher. Over the past two decades the study of curriculum has become an established part of teacher education programmes. All serving teachers have become familiar with the concepts of curriculum in some way. Curriculum is after all , the very substance of schooling for teachers in school.

CONTINUE § § Teachers need to be knowledgeable about curriculum and understand the process which curricula may be developed. In this unit different concepts associated with curriculum , its nature , important definitions and characteristics, its need and scope , its planning and development including characteristics involved and effectiveness , its major tasks, and so forth, have been discussed.

CONCEPT OF CURRICULUM § § § In the past the major aim of education was the acquisition of a fund of information. It was therefore the curriculum began to be regarded as synonyms with subject of instructions. The aims and objectives of education have been changing from time to time with the change in the philosphy of life and the need of the country.

DEFINITION The term “curriculum” is defined in many ways by educators. § Some define it in descriptive terms i-e what curriculum is ? § Some define it in prescribed term i-e what curriculum ought to be ? § Some are as follow: � In the word of H. Robert Beck, ”curriculum is the sum of the educational experiences that children have in school”. §

CONTINUE � “curriculum is a plan for learning “(taba, 1962) � “curriculum is all the experiences of a learner has under the guidance of the school”(foshy, 1969) � R. Doll, 1982 has stated “curriculum embodies all the experiences which are offered to learners under the auspices or direction of the school “ � Alberty A , 1959, define curriculum as , ”the sum total of student activities which the school sponsors for the purpose of achieving its objectives “.

DIFFERENCE BETWEEN CURRICULUM AND SYLLABUS CURRICULUM � � ü ü ü Acc. to taba , curriculum is a plan for learning. curriculum refer to all the learning experience provided to the learner by the teacher in the school. Curriculum consist of five components : the learner and society Aims and objectives Content or subject matter Methodology and environment evaluation SYLLABUS � � ü ü ü Syllabus is a document which derives its content from the curriculum. it is a summary oer an outline of a course of studies. it is a a programme of lessons. Syllabus consist of three components: Aims and objectives Contents reference

CHARACTERISTICS OF GOOD CURRICULUM The following are the good characteristics of curriculum: § Totality of activities § A mean to a child § Total school environment § Totality of experience § Mirror of curricular and co curricular trends § Mirror of educational trends § Development of balanced personality

CONTINUE � Process of living � Dynamic � Mirror of philosophy of life � Achievement of goals

NEED FOR CHANGING THE CURRICULUM � The dissatisfaction with the curriculum was only natural and just. � Curriculum cannot be rigid. � It should be changing to suit the changing needs of the pupil and the society. � The dissatisfaction with the curriculum was closely related with three main causes: ü Explosion of knowledge ü Rethinking in general knowledge ü Dynamic and stimulating methods

IMPORTANCE OF CURRICULUM § § Curriculum is the Latin word , which signifies "race course "and alternatively ”career” or the course of one’s life. Curriculum is not only important to run a course but also to improve the quality of education. We could define the importance of curriculum as “as is the curriculum, so as the standard of education in the society”. The curriculum plays a vital role in bringing the quality in education.

CONTINUE � Following points demonstrate the importance of curriculum: ü Achievement of educational aims ü Fixing limits ü Development of democratic values ü Development of citizenship ü Development of character ü Satisfaction of needs ü Criteria of suitable teachers

CONTINUE Selection of suitable methods ü Acquisition of knowledge ü Development of personality ü Reflects trends in education ü Discoveries' and inventions ü

FORMS OF CURRICULUM § § § Curriculum is the main source to both teachers and students. It include the subjects matter from which students develop their knowledge , skills, abilities etc. Therefore, these information should be arranged in a proper way in order to understand the concept of the curriculum may be considered as types of curriculum.

CONTINUE � The forms of curriculum are as follow: ü Spiral curriculum ü Concentric curriculum ü Linear curriculum ü Pyramidal curriculum � SPIRAL CURRICULUM : Ø The spiral curriculum is a way of arranging complex subject matter for learning and instructions. Ø For example, in elemantary school the students learn a simple content but in the subsequent year they learn the contents in more complex form.

CONTINUE � ADVANTAGES: The students can go deeper into the subject when his/her age increases. ü A year work in a subject can be spread over several year. § CONCENTRIC CURRICULUM: � The concentric curriculum is also a way of arranging complex subject-matter for learning and instructions. ü

CONTINUE � It is similar to the spiral curriculum in the fact that simple concepts are arranged in the lower grades and difficult concepts are arranged in higher classes. § LINEAR CURRICULUM: � Linear curriculum is classified into two types: ü Horizontal curriculum ü Vertical curriculum

CONTINUE v HORIZONTAL CURRICULUM: o The horizontal curriculum refer to the correlation of contents in the different subjects at a particular standard or grade in order to strengthen a particular concept. v VERTICAL CURRICULUM: o The vertical curriculum of the contents in lower class are strengthened with advanced contents in a higher class.

CONTINUE PYRAMIDAL CURRICULUM: � In pyramidal type of curriculum , a part of the subject learnt at lower classes will be studied at higher classes. §

PRINCIPLE OF CURRICULUM DEVELOPMENT § § § Curriculum is a tool in the hands of the teachers , to give training to children in the art of living together in the community. It is a tool, which considerably helps to inculcate those standards of moral actions , which are essential for successful living in society. The following principles should be kept in mind when fraaming curriculum.

CONTINUE ü ü ü ü ü The conservative principle The forward-looking principle The creative principle The activity principle Principle for preperation for life Child-centerd curriculum Principle of maturity Principle of individual differences Vertical and horizontal articulation Principle of liking with life

FORMS OF CURRICULUM DEVELOPMENT � Forms of curriculum development are as follow: ü Child –centred curriculum ü Subject-centred curriculum ü Activity centred curriculum ü Life-centred curriculum � CHILD CENTRED CURRICULUM: o Students are the centre or focus of the programme in the student centered curriculum. o The learner centered curriculum puts emphasis on the maximum personal growth of the children.

CONTINUE � STRUCTURE ü ü ü ü OF CURRICULUM: Objectives Contents Materials Activities Grouping Time and space Teaching methodology evaluation THE CHILD-CENTRED

CONTINUE � SUBJECT-CENTRED o o CURRICULUM: the subject centred curriculum is traditional and in most schools the standards of achievement are fixed in terms of mastery over subject matter. In this type the simplest factors are placed in the beginning grades and the more difficult once in the latter grades. In subject-centred curriculum the content is universally true and hence is not effected by local situations. Subject matter is selected and organized before the teaching situation.

CONTINUE � ACTIVITY-CENTRED o o CURRICULUM: in activity centred curriculum , the students learn the subject through interesting activities. these activities motivate the life process. Activity centred curriculum gives importance to “learning by doing”. Laboratory activities and field trips are considered as important method of learning. This curriculum consist of the activities like weaving, box preparation, small model houses etc.

CONTINUE � LIFE o o o –CENTRED CURRICULUM: Life centred curriculum is constructed according to the child’s immediate needs and interest. It keeps in view what sort of person the child is to be in future and also what type of a person is here and now. It provide such opportunities and creates such conditions as are given the maximum freedom to express themselves and thus they develop fully in accordance with their own nature.

CONTINUE � EXPERIENCE-CENTRED o o CURRICULUM: In the experience centred curriculum the content, activities and structures of instruction are designed to provide a series of purposeful experiences growing out of the interest , purposes and need of the learners. The experience centred curriculum is quite close to activity centred curriculum. However the experience centred curriculum lays emphasis on the development of reasoning and inquiry and exploration. every purposeful activity ends in a healthy experience.

CONTINUE � ENVIRONMENT o o –BASED CURRICULUM: The individual lives in physical , natural , social and cultural environment. He is a part and parcel of the physical world of men and matter ; and he lives amidst nature including vegetation , water , wind and so on. Naturally the individual has more affinity towards a curriculum dealing with his own environment.