Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material Unit - I CONCEPT OF CURRICULUM MEANING OF CURRICULUM The word ‘curriculum’ is derived from a latin word ‘currere’ that means ‘course to run’. or ‘course of study’ or ‘training leading to education/reach a goal’. (or) It is a course of subject - matter studies. Thus curriculum is the medium to realize the goals and objectives of teaching a particular course of study. DEFINITIONS OF CURRICULUM “Curriculum is a tool in the hands of the artist (teachers) to mould his material (pupils) according to his ideals (aims and objectives) in his studies (school)” – Cunningham This definition contains certain words which have educational overtones as follows: Teacher as an artist Pupil as material to be molded Aims, objectives or goals as ideals of the teacher Classroom instruction as studies In other words “Teacher by giving classroom instructions can mould his pupils according to the aims and objectives of a course of study. “Curriculum is the total effort of the school to bring about desired outcomes in the school and out of school situations” - Alexander and Sayler “Curriculum is a complex of more or less planned and controlled conditions under which students learn to behave and do behave in their various ways” - Kearney and Cook. CHANGING CONCEPTS OF CURRICULUM The concept of curriculum can be viewed in several ways: a. Curriculum as the subject Curriculum refers to the “subject-matter” or “the things studied”. This definition emphasizes teaching of contents such as concepts, facts and theories through textbooks. The
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Unit - I CONCEPT OF CURRICULUM · Aims, objectives or goals as ideals of the teacher Classroom instruction as studies In other words “Teacher by giving classroom instructions can
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Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
Unit - I
CONCEPT OF CURRICULUM
MEANING OF CURRICULUM
The word ‘curriculum’ is derived from a latin word ‘currere’ that means ‘course to run’.
or ‘course of study’ or ‘training leading to education/reach a goal’. (or) It is a course of subject-
matter studies.
Thus curriculum is the medium to realize the goals and objectives of teaching a particular
course of study.
DEFINITIONS OF CURRICULUM
“Curriculum is a tool in the hands of the artist (teachers) to mould his material (pupils)
according to his ideals (aims and objectives) in his studies (school)” – Cunningham
This definition contains certain words which have educational overtones as follows:
Teacher as an artist
Pupil as material to be molded
Aims, objectives or goals as ideals of the teacher
Classroom instruction as studies
In other words “Teacher by giving classroom instructions can mould his pupils according
to the aims and objectives of a course of study.
“Curriculum is the total effort of the school to bring about desired outcomes in the
school and out of school situations” - Alexander and Sayler
“Curriculum is a complex of more or less planned and controlled conditions under which
students learn to behave and do behave in their various ways” - Kearney and Cook.
CHANGING CONCEPTS OF CURRICULUM
The concept of curriculum can be viewed in several ways:
a. Curriculum as the subject
Curriculum refers to the “subject-matter” or “the things studied”. This definition
emphasizes teaching of contents such as concepts, facts and theories through textbooks. The
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
emphasis is placed on the disciplined study such as a) Language, b) Mathematics, c) Science, d)
History and Geography, and e) Physical Education. It can be represented as follows:
Here the teacher is mainly concerned with the problem of the student’s interaction with
the content.
b. Curriculum as student’s learning experiences
Curriculum also refers to “the learning experiences of the students inside and outside
the classroom”.
For example, “Germination of Seeds” may be a curriculum content; but the activities
such as sowing the seed, watering, manuring, and observing the sprouts are the learning
experiences.
Similarly, learning experience may take place outside the classroom. For example, the
field-visit to a historical monument in a village will be a stimulating learning experience to the
students than just learning from the textbook alone.
Here, more emphasis is placed on ‘experience rather than contents. In other words, what
is taught is not more important than how it is taught.
c. Curriculum as intended learning outcomes
Curriculum may be defined as the ends in terms of “a series of intended learning
outcomes”. Intended Learning Outcomes (ILO) are usually expressed as behavioural objectives
in terms of cognitive, affective and psychomotor knowledge.
This definition places more emphasis on what the student does rather than what he
knows.
d. Curriculum as transmitter of culture heritage
One of the functions of education is to preserve qualitative culture and transmit it to the
future generation. The curriculum should include the past events of the humankind. It should also
include the arts, literature and political system of the society.
This definition emphasizes that knowledge and experiences related to our cultural
heritage are more meaningful than mere knowledge and experiences.
e. Curriculum as the reflection of social change
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
The society continually changes due to scientific growth and technological development.
The curriculum is therefore viewed as a means to equip the individuals with new knowledge and
new skills.
This view emphasizes that curriculum should include more vocational and technical skills
and scientific concepts.
f. Curriculum as total life experiences
Curriculum is considered to be the total life-experiences of the student. It views the
curriculum in totality. It emphasizes the formal, non-formal and informal ways of acquiring
knowledge and experiences throughout one’s life time.
COMPONENTS OF CURRICULUM
Curriculum consists of five dimensions or components. They are considered to be the
major elements of a curriculum. They are:
1. The Learner and Society
2. Aims and Objectives
3. Content or Subject-matter
4. Teaching Methodology
5. Evaluation
The five components are interdependent. The structure of the curriculum is compared to
the system of human body such as muscular, respiratory, and circulatory, nervous, etc. Any
alternation in one system (component) affects the structure and functioning of the others.
The structure components of the curriculum are as follows:
1. The Learner and Society
The curriculum in concerned with the learner and the society in which he or she lives.
The curriculum puts emphasis on both individual and the society needs.
2. Aims and Objectives
Aims and objectives are statements that reflect the needs of the learner and society. They
serve as basis for selection of subject matter and student experiences.
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
3. Content or Subject-matter
Contents or subject matter are facts, concepts or principles intended for developing
knowledge, skills and values among the learners. Contents are organized to achieve the aims and
objectives, the learner’s requirements and the demands of the society. Subject-matter is usually
presented through textbooks.
4. Teaching Methodology
It refers to the techniques and methods chosen by the teacher to present the subject
matter. Teaching methodology results in learning outcomes. Students acquire knowledge, skills
or attitudes through teaching methodology.
5. Evaluation
Evaluation measures learning outcomes of the learner in terms of the proposed
objectives. Evaluation provides information on student’s learning. It helps the teacher in taking
up the next instructional activities.
COMPONENTS OF SYLLABUS
Syllabus is a document, which derives its contents from the curriculum. It is a summary
or outline of a course of studies; it is a program of lessons.
Syllabus normally contains three components.
1. Aims and objectives
2. Contents
3. Reference
The curriculum is developed for a course, whereas syllabus is developed for a period of
time-say first semester or second semester. Syllabus is an instructional tool to achieve curricular
aims.
DIFFERENCE BETWEEN CURRICULUM AND SYLLABUS
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
Sl. No. Curriculum Syllabus
1. It is broad guide line of school
programme.
It is an academic programme of school
teaching subjects.
2. Curriculum is for a course. Syllabus is for a subject / outline.
3. Curriculum is the superset. Syllabus is subset of the curriculum.
Curriculum-- --Syllabus
4. Curriculum consist of five
components namely,
i. The Learner and Society
ii. Aims and Objectives
iii. Content or Subject-matter
iv. Teacher Methodology
v. Evaluation
Syllabus consist of three components,
i. Aims and objectives
ii. Contents
iii. Reference
Sl. No. Curriculum Syllabus
5. It is developed according to
individual, social and national
needs and requirements of a
society.
The syllabi are prepared acc. to local
needs of community and abilities,
interests and previous knowledge of the
students.
6. The nature of curriculum is always
future oriented.
It is present/semester and academic
oriented.
7. The curriculum development is
teacher centered, student centered,
content centered, objective centered
activity centered, and society
centered etc.
The syllabi development is mainly
content centered and objective
centered.
8. The co-curricular activities are the
part of curriculum. The co-curricular activities are not the
part of syllabi.
9. It is made at state, district or
institute level.
It is made by individual teachers.
10. It cannot be easily adjusted. It can be adjusted easily.
11. It is prescriptive / narrow/ rigid in
nature.
It is descriptive / expressive in nature.
12. It is not accessible to students. It is accessible to students.
13. Guideline set for educators that
prescribe what they need to teach to
their students.
Descriptive list of the concepts that will
be taught in particular class.
14. Curriculum is three dimensional Syllabus is generally uni-dimensional
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
document, because takes into
account,
Needs of the learners,
Content and
Instructional methodology.
document. It merely presents contents
or subject matter to be studied.
15. It is not seen by students unless by
requests.
It is handed out on the first day of the
class.
TYPES OF CURRICULUM
1. Subject centered curriculum / Approach
2. Activity centered curriculum / Approach
3. Broad field curriculum / Approach
4. Society / Problem centered Curriculum / Approach
5. Learner or Child-centered curriculum / Approach
1. SUBJECT CENTERED CURRICULUM
It is the most popular and very old pattern of curriculum organization, which prevails
even today.
The subject-centered curriculum puts emphasis on the organized body of knowledge in a
subject or discipline.
To understand a subject and knowledge, this design is used.
Structure of the Subject Centered Curriculum
1. Objectives
The objectives are often stated in behavioural terms. The objectives determine the content
that the student must learn.
2. Contents
Contents are selected and organized prior to instruction.
Contents may be concepts, generalizations, ideas and processes of skills within the
subject area.
The experts or teachers select contents.
3. Material
The textbook is the most commonly used learning material.
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
The student has no role in selecting the learning materials.
4. Activities
The traditional verbal activities such as reading, writing and listening are usually
employed for learning the contents.
5. Grouping
Mostly instruction occurs in the whole class or in the large group.
6. Time and space
Time spent in the classroom is viewed as most valuable.
Time is divided into blocks so that each subject is taught at a specific time.
7. Methodology
The teacher chiefly uses lecture and discussion methods to present the contents.
The teacher is considered to be an expert in the subject area.
8. Evaluation
Evaluation is done to know whether the student has achieved the behavioural objectives or
learned the body of the contents.
Periodic evaluation is often done. Marks or grades indicate the degree of achievement.
Limitations of Subject-centered curriculum
i. Here learner’s interest or needs have no place.
ii. Memorization is mostly encouraged.
iii. Learner is encouraged to learn passively.
iv. No place for personal experience of the learner.
v. More stress is given to content than to the students.
vi. It is difficult to develop intellectual processes.
2. ACTIVITY CENTERED CURRICULUM
In activity centered curriculum, the learner acquires knowledge through activities. The
learner participates physically in the activities. Activity centered curriculum encourages group
activities. For example, the learner attains cognitive, attitudinal and behavioural changes
through:
Role-plays
Games and simulations
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
Value exercises
Socio-and psycho-drama
Other activities include the use of
Audio visual methods
Art, drama, music, dance and play.
3. BROAD-FIELD CURRICULUM
In the broad-field curriculum, several subjects are combined into one. The boundary of
each subject is not clear.
The best-known example of this plan is the social studies. This subject began by combing
history and geography into a single subject. More recently, other disciplines such as economics,
sociology, political science, law and anthropology have been made into a single combination
known as social science. Similarly, combining zoology with botany and anatomy into a subject
called “biology” is another example of a broad-field curriculum.
4. SOCIETY /PROBLEM / LIFE CENTERED CURRICULUM
The society centered curriculum puts emphasis on the school needs or social problems.
To understand and improve society, this design is used.
Structure of the Society /Problem / Life Centered Curriculum
1. Objectives
The objectives are selected on the basis of community needs. The objectives are not
predetermined by the teacher.
2. Contents
Contents are derived from life in a society or societies.
Any content is related to the social problem is selected.
Problem solving skills, human relation skills and social skills are emphasized rather than
the subject matter.
3. Material
A great variety of materials and resources in the community are used.
Dr. S. Arockiasamy, Asst. Professor, SXCE Semester- IV: B.Ed. Study Material
Original documents are preferred to textbooks.
4. Activities
Learning activities are placed by both teacher and students.
Students’ active participation is emphasized.
5. Grouping
Group work is essential in this design. Grouping of students is done on the basis of
student needs and desires.
6. Time and Space
Instructional time depends upon the nature of the project undertaken by the students.
Rigid allocation of time is minimized.
Space for learning includes all the resources of the school and community, which are
related to the problem or topic or project under study.
7. Methodology
The teacher is the facilitator of the learning process.
Direct observation, field study and direct experience are the methods used by the teacher.
8. Evaluation
Evaluation is jointly done by the teacher and students.
Evaluation puts emphasis on the performance or actions related to the social problems.