Concept of curriculum/Definitions/Elements
- 1. Concept of Curriculum PRESENTER: SOBIA ALVI M.PHIL. EDUCATION DEPARTMENT OF EDUCATION KHAWAJA FAREED UNIVERSITY OF ENGINEERING & INFORMATION TECHNOLOGY (RYK)
- 2. Topics to Be Covered Concept of Curriculum Etymology Definitions of Curriculum Four Types of Curricula Key Concept of Curriculum Elements of Curriculum References
- 3. Concept of Curriculum The concept of the curriculum refers to the variety of aims, objectives or directions of development that are set for teaching and learning; in other words, towards the knowledge, skills and attitudes or the ways of behaviour that the student is expected to learn (Salo, 1994). The construction of the goals, aims and objectives is based on the principles and concepts of society and its requirements, as well as its culture. According to Jarlind (1998), the aims of the curriculum are to guide and monitor the teaching and learning processes. The curriculum is the most important tool for college managers and teachers to plan and implement the defined training activities. It guides and assists in identifying the human and physical resources that are required to meet the training objectives, as well as providing the orientation basis for students and teachers to be familiar with their present and future role in the development of the forestry sector. Furthermore, the curriculum should be "owned " by other users, e.g. stakeholders involved in the curriculum development processes.
- 4. Etymology The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed"). The word is "from a Modern Latin transferred use of classical Latin curriculum "a running, course, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run").“ The first known use in an educational context is in the Professio Regia, a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582. The word's origins appear closely linked to the Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its "course" of study as a "curriculum", producing the first known use of the term in English in 1633. By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content. By 1824, the word was defined as "a course, especially a fixed course of study at a college, university, or school."
- 5. Definitions of Curriculum The word "curriculum" has been addressed and defined by many; to date a definite version has not been produced. Among the many definitions proposed: Hawes (1979) defined it as "all the learning which is planned and provided for children at school". Skilbeck (1984) defined it as "a framework for the enhancement and organization of the varied and numerous experiences of students in the school setting and beyond the school". Salia-Bao (1988) defined it as "the learning experiences and activities that are provided by the school and society for the education of the child". Gatawa (1990) in Masango (1997), summarizing the opinion of Zimbabwean parents on curriculum, as "teacher- directed classroom activities that constitute a Programme that has examinations at the end". "A curriculum is a logical sequence of learning experiences, geared at developing specific competencies among students". Jarlind (1998) briefly defined it as "a written plan of what kind of learning events should be included and how they should be organized".
- 6. Definitions of Curriculum The curriculum is the program of instruction. It should be based on both standards and best practice research. It should be the framework that teachers use to plan instruction for their students. A curriculum consists of the "roadmap" or "guideline" of any given discipline. Both the philosophy of teaching of the instructors as well as of the educational institution serve as two of the principles upon which a curriculum is based. A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course. As applied to education, curriculum is the series of things that students must do and experience by way of developing abilities to do the things well that adults do in life; and to be in all ways the people that they should be as adults. Curriculum encompasses a variety of technical and non technical courses that are required to complete a specific degree. Curriculum is a framework that sets expectations for student learning. It serves as a guide for teachers, a roadmap if you will, that establishes standards for student performance and teacher accountability.
- 7. Four Types of Curricula Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined as: 1. Explicit curriculum: subjects that will be taught, the identified "mission" of the school, and the knowledge and skills that the school expects successful students to acquire. 2. Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum.
- 8. Four Types of Curricula 3. Hidden curriculum: Things which students learn, 'because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly, 2009). The term itself is attributed to Philip W. Jackson and is not always meant to be a negative. Hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it does not just include the physical environment of the school, but the relationships formed or not formed between students and other students or even students and teachers (Jackson, 1986. 4. Excluded curriculum: Topics or perspectives that are specifically excluded from the curriculum.
- 9. Key Concept of curriculum Curriculum is intentional: It is designed to achieve specific learning outcomes. Curriculum is integrated: It is connected to other areas of knowledge and experience. Curriculum is relevant: It is meaningful and important to students’ lives. Curriculum is accessible: It is available to all students, regardless of their background or abilities. Curriculum is culturally responsive: It reflects the diversity of the student population. Curriculum is evidence-based: It is based on research on how students learn best. Curriculum is aligned with standards: It meets the expectations of state and national standards. Curriculum is differentiated: It meets the needs of all learners, regardless of their readiness level or learning style. Curriculum is a system of interconnected parts that work together to achieve specific learning outcomes. It is dynamic and evolving, and it is developed and implemented by a variety of stakeholders. It is important to regularly reflect on the curriculum and make changes as needed to ensure that it is effective.
- 10. Elements of Curriculum 1. Learning objectives: These statements describe what students are expected to be able to do after completing a lesson, unit, or course. 2. Content: This is the knowledge and skills that students will learn. 3. Methods The instructional strategies and approaches used by teachers to facilitate learning, such as lectures, discussions, hands- on activities, etc. 4. Learning activities: These are the experiences that students will have in order to learn the content. 5. Assessment: This is the process of measuring student learning.
- 11. Elements of Curriculum 6. Resources and Materials: The tools and materials used to support teaching and learning, such as textbooks, technology, manipulatives, etc. 7. Evaluation and Review: The process of assessing the effectiveness of the curriculum and making adjustments as needed to improve student outcomes. Curriculum development involves careful planning to ensure that the content and activities align with educational goals and standards, as well as the needs and abilities of the students. It can be influenced by various factors including educational philosophy, societal needs, cultural considerations, and advances in knowledge and technology.