Curriculum core hidden null
- 1. Core, Hidden & Null Curriculum Dr.A.Thangasamy Assistant Professor Department of Education Gandhigram Rural Institute Gandhigram.
- 2. Core Curriculum • Traditionally includes all required content areas in the school programme • the term “core” refers to type of course such as general education, united studies, common learning, social living and integral programmes
- 3. • The two ideas common to the concept of core are that they provide experiences needed by all youth and the experiences cut across subject lines.
- 4. Objectives of Core Curriculum • To provide a youth a common body of experience organized around personal and social problems. • To give boys and girls successful experience in solving the problem which are real to them here and now, thus preparing them to solve future problems.
- 5. • To give youth experience which will lead them to become better citizens in a democracy • To increase the holding power of the secondary school by providing a program that has meaning for all, these are some of the needs of the core curriculum.
- 6. Characteristics of Core Curriculum • Core Curriculum utilizes the problems of personal and social development common to all youth • It develops these problems without reference to the traditional subject matter fields. • It encourages the use of the problem- solving technique to attack problems.
- 7. • It requires a wide variety of techniques and materials for their development • There is a provision for individual and group guidance • It provides for a scheme of organizing around the core, the majority of the teachers of the school in relation to dominant central purpose that of the school programme around individual interests and purpose of supplementing the core work
- 8. Hidden/ Latent Curriculum A hidden curriculum can be defined as the lessons that are taught informally, and usually unintentionally, in a school system. These include behaviors, perspectives, and attitudes that students pick up while they are at school.
- 9. • A hidden curriculum is a side effect of an education which are learned but not openly intended" such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. • Any learning experience may teach unintended lessons areas of hidden curriculum in our schools that mold perspectives of students deal with issues such as gender, morals, social class, cultural expectations, politics, and language.
- 10. • Hidden curriculum is often found within the formal curriculum of a school; this may be partially in what is not taught. • Various aspects of learning contribute to the success of the hidden curriculum, including practices, procedures, rules, relationships, and structures.
- 11. • Many school-specifiy sources, some of which may be included in these aspects of learning, give rise to important elements of the hidden curriculum. These sources may include, but are not limited to, the social structures of the classroom, the teacher’s exercise of authority, rules governing the relationship between teachers and students, standard learning activities, the teacher’s use of language, textbooks, audio-visual aids, furnishings, architecture, disciplinary measures, timetables, tracking systems, and curricular priorities.
- 12. • Although the hidden curriculum conveys a great deal of knowledge to its students, the inequality promoted through its disparities among classes and a social status often invokes a negative connotation. Since the hidden curriculum is considered to be a form of education- related capital, it promotes this ineffectiveness of schools as a result of its unequal distribution.
- 13. • As a means of social control, the hidden curriculum promotes the acceptance of a social destiny without promoting rational and reflective consideration. Although the hidden curriculum has negative connotations, it is not inherently negative, and the tacit factors that are involved can potentially exert a positive developmental force on students. • Some educational approaches, such as democratic education, actively seek to minimize, make explicit, and/ or reorient the hidden curriculum in such a way that it has a positive developmental impact on students.
- 14. • it is considered that the social development of students are important as well as cognitive development and proving social development they give importance to a second curriculum, including social and cultural features of school, rather than formal curriculum. • Except from the curriculum which is written at school, this curriculum is referred to as a second curriculum and referred to names such as ‘the hidden curriculum’, ‘secret curriculum’, ‘stored curriculum or ‘non-written curriculum’, but it does not provide a clear and distinctive elements of the official curriculum for students, such as feelings, values, attitudes and habits of the official curriculum of the correct knowledge is stated to be more effective (Yüksel, 2004). Within the context of hidden curriculum,
- 15. • it is suggested that elements like social class of the students that they come from and their academic achievement levels, social and academic life in schools, interactions between school and the environment, management and organizational preparations of the school, position of the teacher and the students in classroom and school environment should be properly taken into account during the process of character education
- 16. Null Curriculum • The ‘Null’, or ‘excluded’ curriculum is a concept that was formulated by Elliot Eisner (1979). • Null. Eisner defined null curriculum as information that schools do not teach: ... Another example would be the exclusion of Darwin's theory of evolution from the official biology curriculum. • Null content may represent specific facts omitted in a particular unit of study. • Eisner suggests that all schools are teaching three curricula: the explicit, the implicit, and the null.
- 17. • The explicit curriculum simply refers to publicly announced programs of study- what the school advertises that it is prepared to provide. Such a program typically includes courses in mathematics, science, social studies, English, art, and physical education.
- 18. • The implicit curriculum includes values and expectations generally not included in the formal curriculum, but nevertheless learned by students as part of their school experience.
- 19. • The null curriculum Eisner defines as what schools do not teach: “ ... The options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not part of their intellectual repertoire”
- 20. • ‘The null curriculum’ is a multi-faceted concept. Eisner himself identifies two major dimensions of the null curriculum: intellectual processes and subject matter. These two dimensions may be supplemented by a third, that of affect. • Null content can also consist of subfields within a discipline. Topics within sub-fields represent yet a more specific level at which we may identify components of null content.
- 21. • The concept of evolution omitted from a biology curriculum would be an example of this type of exclusion. Null content can be considered in terms of particular facts.
- 22. Potentials of Null Curriculum • Visual and Performance of Arts • Relationship and sexuality • Contraceptive method • Conservational second language • Home economics • Carpentry and Industry Arts • Basic life skills
- 23. Contribution to Students • Clear cultural and political statements about what is ‘significant’ in a society as made by excluding content • Increased knowledge leads to increased understanding leads to increased acceptance leads to increased and more collaboration • More than excluded culture/perspectives, null- curriculum can be expressed through excluded methods or modes of expressions