Curriculum Maths

LECTURE 1

PROF. MADYA DR HJ. NOOR SHAH BIN HJ SAAD

o very vague

o people often talk about the ‘school curriculum’ in this general way:

range of subjects taught amount of instructions time given to each in terms of hours or minutes

◦Curriculum is content

o syllabus – usually a summary statement about the content to be taught in a course or unit

Curriculum as a product – set of materialso Official document which includes details about goals, objectives, content, teaching techniques, evaluation and assessment, resources

◦Curriculum is set of performance objectives

o focuses on specific skills or knowledge that is considered should be attained by students

o emphasis behavioral outcomes and objectives which can be easily measured.

◦Curriculum that which taught both inside and outside school, directed by the school

o All kind of activities that occur in the classroom, playground and community, comprise the curriculum

o Only important learning experiences are those which are directed by school personnel.

Curriculum as what an individual learner experiences as a result of schooling

o Emphasis is upon the students as a self- motivated learner.

o Each student acquires knowledge, skills and values not only from the official or formal curriculum BUT also from the unofficial or hidden curriculum

◦Curriculum as everything that is planned by school personnel

o Classroom learning experience should be planned

- Curriculum - Instruction- Assessment

Conclusion

Curriculum is an interrelated set of plans and experiences which students completes under the guidance of the school.

PLANS EXPERIENCE

STUDENT

SCHOOL

Walker (1990)

◦ Content – which may be depicted in terms of concept maps, topics, and themes, all of which are abstractions which people have invented and named

◦ Purpose – usually categorized as intellectual, social and personal are often divided into super-ordinate, and subordinate purpose, stated purpose are not always reliable indicators of actions

◦ Organization – planning is based upon scope and sequence, can be tightly organized or relatively open-ended

Tripp (1994)

◦ Intention – to produce a curriculum◦ Planning – extent to which a curriculum is planned◦ Explication – extent to which the curriculum details are made explicit◦ Harmony – extent to which the parts of a curriculum are complementary◦ Relation – the extent to which the parts of a curriculum are related.

Beane, Toepfer, Alessi (1986)

◦ Concern with the experiences of learners.◦ Making decisions about both content and process◦ Making decisions about a variety of issues and topics◦ Involving many groups◦ Decision-making at many levels

Longstreet & Shane (1993)

◦Society-oriented curriculum – purpose of schooling is to serve society

◦Student-centered curriculum – the students is the crucial source of all curriculum

◦Knowledge-centered curriculum – knowledge is the heart of curriculum

Eusner & Vallance (1974)

◦ Cognitive process orientation: cognitive skills applicable to a wide range of intellectual problems

◦ Technological orientation: to develop means to achieve pre-specified ends

◦ Self-actualization orientation: individual students discover and develop their unique identities

◦ Social deconstructionists orientation: school must be an agency of social change

◦ Academic rationalists: to use and appreciate the ideas and works of the various disciplines

School-based personnel – Teachers, Principals

Parents Universities-based specialists Industry Community groups Government agencies politicians