INTRODUCTION
There seems to be a lot of controversy and uncertainty as to ¡¥what is the curriculum?¡¦ As such, there is a distributing lack of consensus on an all-embracing definition of this comprehensive concept. This is, in part, due to the various interpretations, meanings, emphasis and approaches that the scholars of curriculum studies embark upon. This, in turn, leaves the education practitioners and the general public in the dark as to what constitutes that which should be considered as ¡¥good curriculum practice¡¦ in educational institutions.
This exposition seeks to highlight and evaluate the key concepts of the curriculum and some of the factors that have marked influence on curriculum planning, curriculum development and change. The impact that learning environments, learning theories, culture, ideologies and knowledge have on the curriculum will be briefly brought to the fore.
2. KEY CONCEPTS OF THE CURRICULUM
The term curriculum is derived from a Latin word ¡¥curere¡¦ meaning the ¡¥racecourse¡¦. Implicit in the meaning is, as cited by Fraser, W.J. et al (1990:81). The fact that the curriculum is ¡¥a relatively fixed track or terrain (learning content) which must be covered (mastered) by the participant (learner) in order to reach the winning-post (learning result).¡¦
Based on this literal meaning, attempts to clarify what the curriculum is have led to the following definitions:
„X A programme of study
„X Course content
„X Planned learning experiences
„X Intended learning outcomes
„X A plan for instruction
According to Graham-Jolly, M. (2000:3), these definitions are narrow interpretations of the curriculum since
¡Kthe term is often used to refer to the formal academic programme provided by a school, as reflected in subjects on the timetable,,,it might also be used to refer to a particular course of instruction or syllabus.
The focus here is, in the main, on didactic activities as they occur within the classroom situation.
The latest trend, however, places emphasis on a broader and more inclusive interpretation of the concept, which takes into cognisance the social, political, economic and historical contexts within which the curriculum is designed, developed and implemented.
Lubisi, C et al (...
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...dequately addressed in an essay of this nature. I also found out that some elements that influence the curriculum are so interrelated and it was not always easy to discuss each one separately.
6. REFERENCES
„X Fraser, WJ. (1990). ¡¥Didactics¡¦, South Africa: Butterworths
„X Gatawa, B.S.M. (1990) ¡¥The Politics of the Curriculum¡¦, Zimbabwe: Jongwe Press.
„X Graham-Jolly, M. (200) ¡¥The Curriculum: Theory and Practice¡¦ London: Paul Chapman
„X King, M. (1991) ¡¥The Politics of Curriculum, Structure and Processes¡¦, Pietermaritzburg : Centaur Publishers
„X Lemmer, E. (1999) ¡¥Contemporary Education¡¦ Sandton: Heinemann
„X Lubisi, C. et al (1998). ¡¥Thinking about Curriculum¡¦ Cape Town: Oxford University Press.
„X Ozmon, H.A. and Craver, S. M. (1986). ¡¥Philosophical Foundations of Education¡¦. Ohio: Merrill
„X Taylor, P. and Richards, C. M. (1987). ¡¥Curriculum Studies¡¦ Berkshire: Nelson
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
Currere refers to education as the running of a course or a course of study. Currere focuses on referencing the past during the present...
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
IN WHAT WAYS DOES THIS EMPHASIS PROVIDE A BROADER OR NARROWER CONCEPTION OF EDUCTION FOR SCHOOL STUDENTS?
According to Glatthorn, Boschee and Whitehead (2006, p.74), a curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective on curricular phenomena. In a simpler term, a curriculum theory is an academic discipline devoted to examining and shaping educational curricula (Wikipedia, curriculum theory). One that would be a proponent of a structured-oriented curriculum would be concerned primarily with analyzing the components of the curriculum and their interrelationships. They will tend to be descriptive and explanatory in intent whereas, one that is a proponent of a value-oriented curriculum would be concerned primarily with analyzing the values and assumptions of curriculum makers and their
Behrens, Laurence and Rosen, Leonard J. Writings and Readings Across the Curriculum. New York: Longman, 2000. Pgs. 351,355, 343, 341, 352
It is believed that the enactment of a curriculum is socially constituted and sustained by individuals within participatory contexts that shape students’ and teachers’ engagement (Gutiérrez & Rogoff, 2003; Holland, Lachiotte, Skinner, & Cain, 1998)....
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Implementing an effective educational curriculum establishes a classroom environment of trust and respect, help to influence healthy behaviors and attitudes providing young people the tools to flourish and contribute significantly to society. An equitable formula is essential to developing future generations of healthy learners. My commitment to facilitating a suitable curriculum for all learners is important.
Curriculum Differentiation One of the most urgent challenges teachers face today is creating a classroom environment where all students are simultaneously engaged in meaningful activities. Too many times students may either become lost as the teacher continues on with the lesson or the material may not be advanced enough, thus becoming boring for students. The implementation of curriculum differentiation is a sustainable solution to this prevalent dilemma. In some parts of the world, the teacher will come into the classroom, write the title of the lesson on the board, and ask one of the students to read aloud as the rest of the class listens. When the student finishes reading, the lesson is considered to be taught.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
I personally found separating curriculum from syllabus difficult until reading chapters 6, 9 and 19 from Marsh (2010). Curriculum is a guideline set out for teachers and educators that advises what they need to teach their students (Marsh, 2010). Which simply breaks down and outlines the subjects needed to be taught, along with methods for ensuring each student has learned the necessary materials. The curriculum can also inform teachers regarding how to measure the effectiveness of their teachings through standardised testings (McLachlan, Fleer, & Edward, 2010).
Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues…without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997).
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.