CURRICULUM

What is curriculum? There are many definitions that are correct…………. but for our purposes we define curriculum as : WHAT is taught to students.

Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level This definition of curriculum for the State of WV is found in Policy 2510. Our goal is to help you better understand the breadth of the 21st century curriculum supported by our office as we facilitate professional development across the state and share with teachers in the Teacher Leadership Institutes.

How Do We Define Curriculum? Curriculum is that which is taught at school. Curriculum is a set of subjects. Curriculum is content. Curriculum is a sequence of courses. Curriculum is a set of performance objectives.

How Do We Define Curriculum? Curriculum is all planned learning for which the school is responsible. Curriculum is all the experiences learners have under the guidance of the school. John Delnay (1959.)

How Do We Define Curriculum? According to Bandi & Wales (2005), the most common definition derived from the word Latin root, which means “racecourse.” Bandi & Wales (2005) also stated that “ for many students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

How Do We Define Curriculum? It is important to keep in mind that schools in the Western Civilization have been heavily influenced since the fourth century B.C. by the philosophies of Plato and Aristotle and the word curriculum has been used historically to describe the subjects that are being taught during the classical period of Greek Civilization.

How Do We Define Curriculum? The interpretation of the word curriculum has broaden in the 20th century to include subjects other that the Classics. Today school documents, newspaper articles, committee reports, and many academic textbooks refer to any and all subjects offered are prescribed as the curriculum of the school.

Concept of curriculum

Introduction The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well.

Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. The definitions are influenced by modes of thoughts, pedagogies, political as well as cultural experiences

Traditional Points of View of Curriculum In the early years of 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rule of grammar, reading, and logic and mathematics for basic education are emphasized.

Traditional curriculum design does not reflect these realities, it often does not provide students with opportunities to develop the kinds of critical thinking skills and problem-solving abilities that are central to thinking and learning (Jones, Palinscar, Ogle, & Carr, 1987).

Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school, subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual.

Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.

Islamic concept of curriculum According to Islam, basic values are permanent. So will be the educational objectives.In traditionalism, sources of values are traditions of their forefathers, While is Islam, pleasure of ALLAH is the source of Value. According to Islam only the prophetic knowledge is absolutely reliable. So content will essentially consist of the

Islamic concept of curriculum knowledge, contained in the Quran and Sunnah.Knowledge gained through other sources will also be tested on this criteria (Quran & Sunnah) and may conditionally made a part of curriculum.

Which are old curriculum… Subject Centered curriculum Board field curriculum Conservative core curriculum

Which are modern curriculum The child centered curriculum Activity and experience centered curriculum Community centered curriculum Progressive curriculum Problem-oriented curriculum

7 Common concepts of curriculum Scope and Sequence Syllabus Content Outline Standers Textbooks Course of Study Planned Experiences

BASIC ELEMENTS OF CURRICULUM SUBJECT-MATTER:  Designation of what area of content, facts, arena of endeavor, that the curriculum deals with.  (This is a further elaboration of the "topic" description in the Aim.) INSTRUCTIONAL PLAN:  Describes the activities the learners are going to engage in, and the sequence of those activities.  Also describes what the TEACHER is to do in order to facilitate those activities. (This is like the traditional "lesson plan" except for a curriculum it may include more than one lesson.)

BASIC ELEMENTS OF CURRICULUM Aim:  One sentence (more or less) description of overall purpose of curriculum, including audience and the topic. Rationale:  Paragraph describing why aim is worth achieving. This section would include assessment of needs.

BASIC ELEMENTS OF CURRICULUM Goals and objectives: List of the learning outcomes expected from participation in the curriculum. This section includes a discussion of how the curriculum supports national, state, and local standards. Audience and pre-requisites: Describes who the curriculum is for and the prior knowledge, skills, and attitudes of those learners likely to be successful with the curriculum.

BASIC ELEMENTS OF CURRICULUM MATERIALS:  Lists materials necessary for successful teaching of the curriculum. Includes a list of web pages. Often, the web site will NOT be the only materials needed by the students. They may need books, tables, paper, chalkboards, calculators, and other tools. You should spell these additional materials out in your teaching guide. Also includes the actual materials (worksheets and web pages) prepared by the curriculum developer, any special requirements for classroom setup and supplies, and a list of any specific hardware and software requirements

BASIC ELEMENTS OF CURRICULUM INSTRUCTIONAL PLAN:  Describes the activities the learners are going to engage in, and the sequence of those activities.  Also describes what the TEACHER is to do in order to facilitate those activities. (This is like the traditional "lesson plan" except for a curriculum it may include more than one lesson.)

BASIC ELEMENTS OF CURRICULUM PLANS FOR ASSESSMENT AND EVALUATION:  Includes plan for assessing learning and evaluating the curriculum as a whole. May include description of a model project, sample exam questions, or other elements of assessment.  Also should include plan for evaluating the curriculum as a whole, including feedback from learners.

Quality curriculum Greater depth and less superficial coverage Focus on problem solving Facilities the mastery of essential skill and knowledge Coordinated Articulation multi-level sequence study Emphasize academic and practice Effective integrated curricula Mastery of a limited numbers of objectives

EDUCATION AND CURRICULUM RELATIONSHIP content of what is taught along with an overall process of how that content is to be taught, and instruction being the more detailed plans and the way those plans are implemented in order to teach the curriculum content, it becomes easy to understand that the two must be compatible in order to maximize student learning.

Curriculum as a Discipline Curriculum as a discipline is a subject of study, and on the Graduate level of Higher Education a major field of study.

HOW CURRICULUM DIFERS FROM…… SYLLABUS COURSE OF STUDY EDUCATIONAL PROGRAMME TEACHING INSTRUCTION

SYLLABUS VS CURRICULUM Curriculum Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Syllabus A syllabus is simply an outline and time line of a particular course. It will typically give a brief overview of the course objectives, course expectations, list reading assignments, homework deadlines, and exam dates.

COURSE OF STUDY VS CURRICULUM A course is a set of inventory items grouped together for ease of assignment and tracking. Curriculum refers to the training assigned to a student. A curriculum can consist of more than one course.

CURRICULUM VS TEACHING Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. Teaching An academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel.

INSTRUCTION VS CURRICULUM Curriculum is literally defined in education as a set of courses regarding different classes or subjects offered in different educational institutions such as a school or a university. Instruction Instructions are a basic aspect of the learning process. They are all formulated to guide students in their gradual learning process in their respective fields.

Curriculum as a Discipline Graduate and undergraduate students take courses in: Curriculum development Curriculum theory Curriculum Evaluation Secondary School Curriculum Elementary School Curriculum Middle School Curriculum Community College Curriculum Curriculum in Higher Education

References: Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In Banks, J.A (ed.) Educations in the 80's: Multiethnic education. National Education Association. Eisner, E.W. (1994) The educational imagination: On design and evaluation of school programs. (3rd. ed) New York: Macmillan. Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn and Bacon. Oliva, P. (1997) The curriculum: Theoretical dimensions. New York: Longman. Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished.