Introduction to Curriculum (1)

8/18/2019 Introduction to Curriculum (1)

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Topic 1:

Concepts and Issuesin Curriculum

• Definitions

• Planned, enacted and hidden

curriculum• Relationships between curriculum,

syllabus, course and programme


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WHAT is taught toWHAT is taught to

students.students.

What is curriculum?What is curriculum?

There are many defnitions that are There are many defnitions that are

correct………….correct…………. but or our purposes webut or ou

r purposes wedefne curriculum as :defne curriculum as :


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Defnition o Curriculum

“An educational programme whichstates the educational purpose o theprogramme (the ends! the content!teaching procedures and learninge"periences which will be necessaryto achie#e this purpose (the means!and some means or assessingwhether or not the educational endsha#e been achie#ed.$

(%ichards et al


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“… SUATU PROGRAM PENDIDIAN !ANG

TERMASU URIU"UM DAN EGIATAN

OURIU"UM !ANG MERANGUMI SEMUA

PENGETA#UAN$ EMA#IRAN$ NORMA$ NI"AI$

UNSUR E%UDA!AAN DAN EPERCA!AAN

UNTU MEM%ANTU PEREM%ANGANSESEORANG MURID DENGAN SEPENU#N!A

DARI SEGI &ASMANI$ RO#ANI$ MENTA" DAN

EMOSI SERTA UNTU MENANAM DAN

MEMPERTINGATAN NI"AI MORA" !ANGDIINGINI DAN UNTU MEN!AMPAIAN

PENGETA#UAN'

AKTA PENDIDIKAN 1996

PERATURAN-PERATURAN KURIKULUM

KEBANGSAANPENDIDIKAN 1997


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De(inition o( t)e Mala*sian

National Curriculum

“… an educational programme thatincludes curriculum and co-curricularactivities which encompass all knowledge,skills, norms, values, cultural elements and

beliefs to help fully develop a pupilphysically, spiritually, mentally andemotionally as well as to inculcate anddevelop desirable moral values and to

transmit knowledge!

"#kta Pendidikan $%%&'


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How Do We DefneCurriculum?

(urriculum is•that which is taught at school)

•a set of sub*ects)

•content)•a se+uence of courses)

•a set of performance ob*ectives)

•a course of study)

•everything that goes on within a

school)

•everything that is planned by

school personnel)


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(urriculum is•that which is taught both inside and

outside of school and directed by

the school)

•a series of eperiences)

•undergone by learners in school)

•and that which an individual learner

eperiences as a result ofschooling

ource. Oliva, P. F.(1982), Developing the

Curriculum. Boston !ittle, Bro"n #Compan$


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• (urriculum is all planned learning

for which the school is responsible

• (urriculum is all the eperienceslearners have under the guidance

of the school

/ohn Delnay "$%0%'


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& According to 'andi Wales()**+! the most common

defnition deri#ed rom the word,atin root! which means“racecourse.$

& 'andi Wales ()**+ also statedthat “ or many students! theschool curriculum is a race to berun! a series o obstacles or

hurdles (sub-ects to be passed.$


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& t is important to note that schoolsin the Western /i#ili0ation ha#ebeen hea#ily in1uenced since theourth century './. by thephilosophies o 2lato and Aristotle.

& The word curriculum has been

used historically to describe thesub-ects that are being taughtduring the classical period o

3ree4 /i#ili0ation.


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& The interpretation o the wordcurriculum has broaden in the )*th century to include sub-ects otherthat the /lassics.

& Today school documents!newspaper articles! committeereports! and many academicte"tboo4s reer to any and allsub-ects o5ered6 are prescribed as

the curriculum o the school.


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Defnition Wilson (1990) ocurriculum is:&Anything and e#erything that teaches a lesson!planned or otherwise. Humans are bornlearning! thus the learned curriculum actuallyencompasses a combination o all below 88 thehidden! null! written! political and societal etc..

9ince students learn all the time throughe"posure and modelled beha#iours! this meansthat they learn important social and emotionallessons rom e#eryone who inhabits a school 88rom the -anitorial sta5! the secretary! the

caeteria wor4ers! their peers! as well as romthe department! conduct and attitudese"pressed and modelled by their teachers.any educators are unaware o the stronglessons imparted to youth by these e#eryday

contacts.


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Introduction

The concept o curriculum is asdynamic as the changes that occur in

society.

n its narrow sense! curriculum is#iewed merely as a listing o sub-ects

to be taught in school.

n a broader sense! it reers to the totallearning e"periences o indi#iduals not

only in schools but in society as well.

Concept o curriculum


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Curriculum rom Dierent !oints o"iew

& There are many defnitions ocurriculum. 'ecause o this! the concept

o curriculum is sometimes characterisedas ragmentary! elusi#e and conusing. The defnitions are in1uenced by modeso thoughts! pedagogies! political as well

as cultural e"periences.


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#raditional !oints o "iew oCurriculum

n the early years o )*th century!the traditional concepts held o the“curriculum is that it is a body osub-ects or sub-ect matter prepared

by the teachers or the students tolearn$. t was synonymous to the“course o study$ and “syllabus$

%obert . Hutchins #iews curriculum

as “permanent studies$ where therule o grammar! reading! rhetoricand logic and mathematics or basiceducation are emphasi0ed.


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'asic ;ducation should emphasi0ethe < %s and college education should

be grounded on liberal education.

=n the other hand! Arthur 'estor asan essentialist! belie#e that themission o the school should beintellectual training! hence curriculumshould ocus on the undamentalintellectual disciplines o grammar!

literature and writing. t should alsoinclude mathematics! science! historyand oreign language.


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This defnition leads us to the #iew o

>oseph 9chwab that discipline is thesole source o curriculum.

Thus in our education system!

curriculum is di#ided into chun4s o4nowledge we call sub-ect areas inbasic education such as ;nglish!athematics! 9cience! 9ocial 9tudies

and others. n college! discipline mayinclude humanities! sciences!languages and many more.


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Traditional curriculum design does notre1ect these realities! it oten does not

pro#ide students with opportunities tode#elop the 4inds o critical thin4ing s4illsand problem8sol#ing abilities that arecentral to thin4ing and learning (>ones!2alinscar! =gle! /arr! ?@B.

Curthermore! traditional curriculum designdoes not include opportunities to build the

4inds o personal and collaborati#e s4illsthat support learning (Tin0mann! >ones!Cennimore! 'a44er! Cine! 2ierce! ?@@*.

! i ! i t


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!ro$ressi%e !oints o"iew o Curriculum

=n the other hand! to a progressi#ist!a listing o schools! sub-ects! syllabi!course o study! and list o courses orspecifc discipline do not ma4e a

curriculum. These can only be calledcurriculum i the written materials areactuali0ed by the learner. 'roadlyspea4ing! curriculum is defned as thetotal learning e"periences o theindi#idual.


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This defnition is anchored on >ohn DeweyEsdefnition o e"perience and education. He

belie#ed that re1ecti#e thin4ing is a meansthat unifes curricular elements. Thought isnot deri#ed rom action but tested byapplication.

/aswell and /ampbell #iewed curriculum as“all e"periences children ha#e under theguidance o teachers$. This defnition isshared by 9mith! 9tanley and 9hores whenthey defned “curriculum as a seFuence o

potential e"periences set up in the schoolsor the purpose o disciplining children andyouth in group ways o thin4ing and acting$


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arsh and Willis on the otherhand #iew curriculum as all the“e"periences in the classroom

which are planned and enactedby the teacher! and alsolearned by the students.


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Islamic concept of curriculum

& According to slam! basic #aluesare permanent and so will be theeducational ob-ecti#es.

& n traditionalism! sources o #aluesare traditions o their oreathers!while in slam! pleasure o A,,AH isthe source o Galue.

& According to slam only theprophetic 4nowledge is absolutelyreliable.


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Islamic concept of curriculum

& 9o content will essentially consist o the

4nowledge! contained in the uran and

9unnah.

& Inowledge gained through othersources will also be tested on thiscriteria (uran 9unnah and may

conditionally made a part o curriculum.


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Histor& o CurriculumThree focus points for Curriculum Decisions

?' #he ature o u*+ect ,atter/ontent o the curriculum! and what

sub-ect matter to include in the curriculum. The sub-ect matter o history should be

based on e#ents that actually happened inthe past.

-' #he ature o the ociet&

the curriculum is to ha#e utilitarian#alues! then it must lead the student notonly to 4nowledge o the e"ternal world orits own sa4e! but also to 4nowledge thatcan be applied in the world.


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.' #he ature o the Indi%iduals The third basic ocal point around

which decisions about curricula canbe made is the nature o the

indi#idual.

The curriculum is also a set osuggestions to the teacher abouthow to ta4e ad#antage o the

present opportunities worthwhile!growth or each student in the longrun.


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/IC 2,# 34C566IC525,

& im:

=ne sentence (more or lessdescription o o#erall purposeo curriculum! includingaudience and the topic.

& 6ationale:

2aragraph describing why aimis worth achie#ing. This sectionwould include assessment o

needs.


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/IC 2,# 34C566IC525,

& 7oals and o*+ecti%es:

,ist o the learning outcomes e"pectedrom participation in the curriculum. This section includes a discussion o

how the curriculum supports national!state! and local standards.

& udience and pre8reuisites:

Describes who the curriculum is orand the prior 4nowledge! s4ills! andattitudes o those learners li4ely to besuccessul with the curriculum.

/IC 2,# 34


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/IC 2,# 34C566IC525,

& 5/C#8,##6:

Designation o what area ocontent! acts! arena o

endea#our! that the curriculumdeals with. (This is a urtherelaboration o the JtopicJdescription in the Aim.


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/IC 2,# 34C566IC525,

& ,#6I2:,ist materials necessary or successul

teaching o the curriculum.

nclude a list o web pages. =ten! theweb site will K=T be the only materialsneeded by the students. They may needboo4s! tables! paper! chal4boards!calculators! and other tools. Lou shouldspell these additional materials out in yourteaching guide.

Also include the actual materials(wor4sheets and web pages prepared bythe curriculum de#eloper! any specialreFuirements or classroom setup and

supplies! and a list o any specifchardware and sotware reFuirements


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/IC 2,# 34C566IC525,

& I#65C#I32 !2:Describes the acti#ities the

learners are going to engage in!and the seFuence o thoseacti#ities. Also describes whatthe T;A/H;% is to do in order to

acilitate those acti#ities. (This isli4e the traditional Jlesson planJe"cept or a curriculum it mayinclude more than one lesson.


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/IC 2,# 34C566IC525,

& !2 436 ,# D"25#I3:

ncludes plan or assessinglearning and e#aluating thecurriculum as a whole. ay includedescription o a model pro-ect!sample e"am Fuestions! or otherelements o assessment. Alsoshould include plan or e#aluatingthe curriculum as a whole!

including eedbac4 rom learners.


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D5C#I3 DC566IC525,

62#I3HI!t is the content o what is taught alongwith an o#erall process o how thatcontent is to be taught! and instruction

being the more detailed plans and theway those plans are implemented inorder to teach the curriculum content.

t becomes easy to understand thatthe two must be compatible in order toma"imi0e studentEs learning.


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1igure 2 depicts the three curricular processes of

planning, enacting and evaluating a curriculum

3hese curricular processes are recursive while atthe same time they overlap and mutually

influence each other


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3he purpose of•planning - to guide and support enactment and to

provide a basis for evaluation

• evaluating - to determine the effectiveness of thelearning and teaching in the classroom so as to

become more effective

3he findings of the evaluation affect future

planning, which in turn affects enactment


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4n this view, enactment 5 learning and teaching in

the classroom 5 is the key to a successful curriculum

and so it is placed at the center of the diagram

Decisions about curriculum center on the teacherand learners who enact it

3eachers are well-informed about the plan, value

the plan and have the skills to use it


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T)e implementation +ie, o(

curriculum is ,idespread

#s a result, when we talk about “a curriculum!,

we usually mean a design or an educational

program, not an enacted curriculum, the

teaching-learning eperiences in theclassroom

3he distinction between design and enactment

is important 6ithout enactment, the design is

simply a document or a set of ideas, and thereis no actual curriculum


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T)e implementation +ie, o(

curriculum is ,idespread

3he curriculum enacted in the classroom is

guided or influenced to a greater or a lesser

degree by the design1or a design to support successfully teaching

and learning, it should be realistic to target

users - teachers and students

(urriculum planning needs to go hand in hand

with teacher involvement


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PlannedPlanned(urriculum(urriculum

7idden7idden

curriculum curriculum


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Scenario 1 : -)at messa.e$ +alues

and attitudes are transmitted/

# primary school teacher calls forvolunteers to assist her withclassroom duties he selects boys to

do the more physical tasks "clean theblackboard, move chairs' and girls toperform the gentler tasks "handing outpaper, collecting pencils'


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Scenario 0 : -)at +alues and

attitudes ,ill e ac2uired/

# high school principal has formed astudent council to assist with runningof the school tudents are elected by

their peers, without teacher veto6hen the council meets,representatives elect a leader, againwithout teacher interference 3he

principal accepts the advice of thestudent council and does her best toimplement it


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3alues$ attitudes$ elie(s$ norms$

e)a+iours

Ne.ati+e - gender stereotyping,racial polarisation, social status,power, control, silence, submission,

etroverted, introvertedPositi+e 5 gender e+uity, leadershiprole, student autonomy, respect,empowerment, independence,silence, submission, etroverted,introverted, multiculturalism,democracy

H3W C566IC525,


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H3W C566IC525,DI446 463,==

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& /=M%9; =C 9TMDL

& ;DM/AT=KA, 2%=3%A;

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& K9T%M/T=K


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>22/5 "

C566IC525,Curriculum /urriculum is a ocus o study!

consisting o #arious courses alldesigned to reach a particular

profciency or Fualifcation.

&lla*us A syllabus is simply an outline and

time line o a particular course. t will

typically gi#e a brie o#er#iew o thecourse ob-ecti#es! course e"pectations!list reading assignments! homewor4deadlines! and e"am dates.


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20

Curriculum & syllabus• “…curriculum is a very general concept which

involves consideration of a whole comple ofphilosophical, social and administrative factorswhich contribute to the planning of aneducational program yllabus, on the other

hand, to that subpart of curriculum which isconcerned with a specification of what unitswill be taught "as distinct from how they will betaught, which is a matter for methodology'!

"#llen $%82. &$'


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2&

Curriculum & syllabus

• # syllabus is a list of content areas to betaught and assessed in a single course

• # description of the contents of a course ofinstruction and the order in which they are to

be taught• (an be supplemented with a small number

of ob*ectives and preferred learningactivities

• # sub-section subsumed under curriculum• #lso known as curriculum document


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Curriculum & syllabus

• (urriculum includes content and adetailed statement of curriculum intent epressed and analysed in terms of aims,goals and ob*ectives

• 4ncludes other elements such as detailedlearning activities9instructions, materials,possible eperiences and evaluationprocedures

• Provides recommendations for

interrelating the above• ubsumes syllabus and course of studies

C356 34 #5D> "


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C356 34 #5D> "C566IC525,

• A course is a set o in#entoryitems grouped together or ease

o assignment and trac4ing.& /urriculum reers to the training

assigned to a student.

& A curriculum can consist omore than one course.


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C566IC525, "

#CHI7 Curriculum /urriculum is a ocus o study!

consisting o #arious courses all

designed to reach a particularprofciency or Fualifcation.

#eachin$ An academic process by which

students are moti#ated to learnin ways that ma4e a sustained!substantial! and positi#ein1uence on how they thin4!act! and eel.


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I#65C#I3 "

C566IC525, Curriculum /urriculum is literally defned in

education as a set o courses regardingdi5erent classes or sub-ects o5ered in

di5erent educationalinstitutions such as a school or auni#ersity.

Instruction

nstructions are a basic aspect o thelearning process. They are allormulated to guide students in theirgradual learning process in theirrespecti#e felds.


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Curriculum as a

Discipline3raduate and undergraduatestudents ta4e

courses in:/urriculum de#elopment

/urriculum theory

/urriculum ;#aluation

9econdary 9chool /urriculum

;lementary 9chool /urriculum

iddle 9chool /urriculum

/ommunity /ollege /urriculum

/urriculum in Higher ;ducation


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Tutorial 4uestions

451“(urriculum is always, in every society, a

reflection of what the people think, feel,

believe, and do!

:laborate on the above statement Discuss

its implications for administrators and

teachers

4 0 6hat is the hidden curriculum; :valuate the

value of the hidden curriculum to students

0<


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Partin. T)ou.)ts

A curriculum includes some notions

o( ,)ere t)e tra+eler is .oin.$ )o,

t)e tra+eler mi.)t .et t)ere$ and

,)at li(e mi.)t e li6e not onl* onarri+al ut also alon. t)e ,a*5 T)ese

can e included in a ,ritten

curriculum .uide5 O( course$ t)ecurriculum also includes ma6in. t)e

trip5

References.


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References.•(ortes, (: "$%8$' 3he societal curriculum.4mplications for multiethnic educations 4n =anks,/# "ed' %&ucations in the 8's ultiethnice&ucation. >ational :ducation #ssociation•:isner, :6 "$%%2' 3he e&ucational imaginationOn &esign an& evaluation o* school programs. "?rded' >ew @ork. Aacmillan

•Bongstreet, 6 and hane, 7C "$%%?'Curriculum *or a ne" millennium. =oston. #llyn and=acon•Oliva, P. F. (1982). Developing the Curriculum.Boston !ittle, Bro"n # Compan$

•liva, P1 "$%%E' +he curriculum +heoretical&imensions >ew @ork. Bongman•6ilson, B "$%%F,

Documents

Introduction to Curriculum (1)