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M.Vijayalakshmi
Assistant Professor
Knowledge and Curriculum
Unit VI
Meaning
and
Nature of Curriculum
Unit VI
Meaning and Nature of Curriculum
Meaning, definition and concept
of curriculum – Structure of
curriculum – Dynamics of
curriculum – Changing concepts
of curriculum.
Meaning of Curriculum
• Latin word – Curricere/Currere –
means – ‘A Race Course’ or ‘Run
way’
• In Education – ‘Work field of
student’
• Course means curriculum
• Race refers students experiences
and activities
• Simply – A course of study
Definitions of Curriculum
• Curriculum is a tool in the hands of
artist (teacher) to mould his
material (pupil) according to his
ideal (objectives) in this studio
(school)
- Cunningham
Frobel's
• "Curriculum should be conceived as an
epitome of the rounded whole of the
knowledge and experience of the human
race“
 Munroe's
• “Curriculum includes all those activities
which are utilized by a school to attain the
aims of education"
Secondary Education Commission
• "Curriculum does not mean the academic
subject taught in the school but it includes
the total experience that a child receives at a
school".
 Horne's
• "Curriculum is that which is taught to the
students. It is more than reading and writing.
It includes practices, activities, industry,
vocation and acquiring knowledge".
Concept of Curriculum
• It is dynamic as the changes that occur in
the society
• In a narrow sense it is viewed merely as a
listing of subjects to be taught in school.
• In a broad sense, it refers to the total
learning experiences of individuals not only
in schools but in society as well
• Systematic group of courses or sequence of
subject required for graduation or
certification in a major field of study.
• A general overall plan of the content or
specific materials of instruction that the
college should offer the student by way of
qualifying him for graduation.
• A body of prescribed educative
experiences under the supervision of an
educational institute, designed to
provide an individual with the best
possible training and experience to fit
him for the society of which he lies as a
part or to quality him for a trade or
profession
Common concepts of curriculum
• Scope and sequence.
• Syllabus.
• Content outline.
• Standards.
• Textbooks.
• Course of Study.
• Planned Experiences .
Types of Curriculum
Overt, explicit or written curriculum –
• It consists of formal instruction of schooling
experiences. It is a curriculum document, texts,
supportive teaching materials that are overtly
chosen to support the instructional agenda of a
school. This curriculum consists of written
understandings and directions formally
designated and reviewed by curriculum
directors and teachers.
Societal Curriculum
• This is an informal curriculum of family, peer
groups, neighborhoods, organizations,
occupations mass media. This curriculum
include facebook, twitter and other internet
based media.
The Hidden Curriculum
• This is implied by the structure and nature of
schools. It consists of the kinds of learning
children derive from the nature of
school, Instruction from the classroom,
Behaviours, competition for grades. It includes
both positive or negative messages
The Null Curriculum
• It consists of the things that we do not teach.
It gives students messages that these
elements are not important in their
educational experiences. For example we
teach about wars but not peace, we teach
about certain cultures and histories but not
about others. Both our choices and our
omissions send messages to students
Phantom Curriculum
• It consists of the message prevalent in and
through exposure to any type of media.
These components and message play a major
role in the enculturation of students into the
predominant culture
Concomitant Curriculum
• What is taught, or emphasised at home or
those experiences that are part of a family's
experiences or related experiences approved
by the family. This includes, values, ethics,
morals and behaviours
Rhetorical Curriculum
• It consists of ideas offered by policy makers,
school officials, administrators, politicians.
This curriculum may come from professional
involved in concept formation and content
changes resulting from decision based on
national and state reports. This curriculum
may also come from updated pedagogical
knowledge
Curriculum-in-use
• This is also called formal curriculum comprises
those things in textbooks and content and
concepts. This is the actual curriculum-in-use
delivered and presented by each teacher
Received Curriculum
• This consists of things that students actually
take out of classrooms. These are concepts
and contents that are truly learned and
remembered
Internal Curriculum
• It consists of the processes, content, knowledge
combined with the experiences and realities of
the learner to create new knowledge. While
educators should be aware of this curriculum,
they have little control over the internal
curriculum. It is unique to each student.
Educators can explore this curricula by using
instructional assessments like exercises,
discussion to see what students really
remember a lesson
The Electronic Curriculum
• It consists of lessons learned through
searching the internet for information. This
Curriculum may either be formal or informal.
It has a great deal of information
General Structure of a Curriculum
Introduction
• It describes the social and economic
environment in which teaching and learning
occur.
Educational Policy Statements
• It describes the government goals for
education, such as universal literacy and
normally the development of skills needed for
economic prosperity and the creation of a
stable and tolerant society.
Statement of Broad Learning Objectives and
Outcomes
• It describes what students should know and
be able to do when they complete their
school education. Outcomes should be
expressed in a range of domains, including
knowledge, understanding, skills and
competencies, values and attitudes
Structure of the Education System
• It describes the school system within which
the curriculum structure is to be applied. It
specifies, number of years of showing, stages
of schooling and their durations, and number
of weeks in the school years, hours or
teaching periods in the school week
Curriculum Content Learning Areas and
Subjects
It describes the following
• The pattern of subjects or learning areas to
be studied in each stage.
• A brief description of each subject and the
contribution it makes to the achievement of
learning out comes.
• The number of hours to be assigned to each
subject or learning area in each stage
Implementation
It describes the following
• Teachers qualifications, teaching load.
• Number of students per class in each subject.
• Materials such as textbooks, equipments etc.
Teaching Methodology
New Innovation
• It describes the range of teaching approaches
that might be employed in the
implementation of the curriculum
 Assessment
• Due to new innovation in the educational system,
it is necessary to change the curriculum in
order to work together for the development of
the society.
• There are innovations in the teaching methods,
new ways of assessment.
• It describes the importance of assessing the
extent to which students achieve the outcome
established for each subject, and
recommendation of types of assessment
strategies such as written, oral, performance and
practical skills.
Dynamics of Curriculum
• Dynamics of curriculum means changing the
courses and subjects according to current
trends.
• Dynamic means movement and change.
• So, dynamics of curriculum means change in
curriculum according to the needs of the
society's new innovation and new policy on
education
Societal Needs
• A change in the curriculum is necessitated by
societal needs.
• Curriculum aims at educating the individual in
the society and improving the way of life.
• A good knowledge of the society, their
interests, needs, aspirations, expectations and
value system is vital.
• Thus the curriculum should be dynamic and is
meant to serve the society
New Innovation
• Due to new innovation in the educational
system, it is necessary to change the curriculum
in order to work together for the development
of the society.
• There are innovations in the teaching methods,
new ways of assessment of learning, inventions
in sciences, and new technology in learning.
• These changes necessitates changes in
curriculum design and structure.
• Educators and administrators effect these
changes in their planning.
• Classroom teaching-learning process should
be changed in accordance with the new
technology.
New policy on education
• The economy has changed. It demands skilled
men and women.
• The objectives of education in our country
has been changed and hence the curriculum
has to be changed to meet the new
objectives.
Characteristics of Dynamics of Curriculum
• The needs of learners are more important in
determining curriculum planning.
• Curriculum dynamics is a more realistic way
of handling curriculum development.
• Developments are free to be more creative.
• It offers flexibility.
• Developments may commence at any point
in the curriculum process that is appropriate
to the needs of the learners.
• It allows retracing of the stages of curriculum
process to prefer any inclusion in the
curriculum.
• Reflects the teaching situation more suitable
to the classroom situations.
• It takes into consideration the background
and experience of students and teachers.
• It makes the curriculum intentionally
dynamic.
• It allows constant revision of curriculum.
• It also allows curriculum evaluation and helps
to identity teaching and learning and guide
our design of curriculum.
• It provides structure for the systematic
organization of curriculum.
Changing Concepts of Curriculum
• Curriculum is a runway for attaining goals of
education.
• It is considered as a blueprint of an
educational programme.
• The basis for any major curriculum change is
significantly to improve the existing
curriculum.
• Change is a constant law of nature.
• Technological advancement and explosion
of knowledge is the basic reason of varying
style of change.
• Changes lead to improvement.
• Community.
• Technology.
• Political economy.
• People want more and more from public
education.
• Demands of government.
Factors Affecting
Changing Concepts of Curriculum
Socio - Political Factors
• Educators and educational policy makers
changes concepts, of curriculum to include
political and social needs of society.
Economic Factors
• Economic status of the people and the state
play a role in the changing concept of
curriculum.
• The aspirations of people, their demands and
expectations from particular courses or
curricular inclusion at various stages of
education effect the changes in curriculum
concepts
Non – Curriculum Idea
• The non-curriculum idea of approaching
content development on the basis of
questions of problem conditions is emerging .
Interdisciplinary
• The inter-disciplinary emphasis in curriculum
is growing.
Educational Technology
• Educational technology and continuous pupil
progress curricula are altering elementary and
secondary curricula.
Globalization
• Current international trends and the
development of information technology make
change in the concept of curriculum.
Evaluation of Curriculum
• Evaluating the existing curriculum changes the
concept of curriculum.
Meaning and Nature of Curriculum

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Meaning and Nature of Curriculum

  • 2. Knowledge and Curriculum Unit VI Meaning and Nature of Curriculum
  • 3. Unit VI Meaning and Nature of Curriculum Meaning, definition and concept of curriculum – Structure of curriculum – Dynamics of curriculum – Changing concepts of curriculum.
  • 4. Meaning of Curriculum • Latin word – Curricere/Currere – means – ‘A Race Course’ or ‘Run way’ • In Education – ‘Work field of student’ • Course means curriculum • Race refers students experiences and activities • Simply – A course of study
  • 5. Definitions of Curriculum • Curriculum is a tool in the hands of artist (teacher) to mould his material (pupil) according to his ideal (objectives) in this studio (school) - Cunningham
  • 6. Frobel's • "Curriculum should be conceived as an epitome of the rounded whole of the knowledge and experience of the human race“  Munroe's • “Curriculum includes all those activities which are utilized by a school to attain the aims of education"
  • 7. Secondary Education Commission • "Curriculum does not mean the academic subject taught in the school but it includes the total experience that a child receives at a school".  Horne's • "Curriculum is that which is taught to the students. It is more than reading and writing. It includes practices, activities, industry, vocation and acquiring knowledge".
  • 8. Concept of Curriculum • It is dynamic as the changes that occur in the society • In a narrow sense it is viewed merely as a listing of subjects to be taught in school. • In a broad sense, it refers to the total learning experiences of individuals not only in schools but in society as well
  • 9. • Systematic group of courses or sequence of subject required for graduation or certification in a major field of study. • A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying him for graduation.
  • 10. • A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and experience to fit him for the society of which he lies as a part or to quality him for a trade or profession
  • 11. Common concepts of curriculum • Scope and sequence. • Syllabus. • Content outline. • Standards. • Textbooks. • Course of Study. • Planned Experiences .
  • 12. Types of Curriculum Overt, explicit or written curriculum – • It consists of formal instruction of schooling experiences. It is a curriculum document, texts, supportive teaching materials that are overtly chosen to support the instructional agenda of a school. This curriculum consists of written understandings and directions formally designated and reviewed by curriculum directors and teachers.
  • 13. Societal Curriculum • This is an informal curriculum of family, peer groups, neighborhoods, organizations, occupations mass media. This curriculum include facebook, twitter and other internet based media.
  • 14. The Hidden Curriculum • This is implied by the structure and nature of schools. It consists of the kinds of learning children derive from the nature of school, Instruction from the classroom, Behaviours, competition for grades. It includes both positive or negative messages
  • 15. The Null Curriculum • It consists of the things that we do not teach. It gives students messages that these elements are not important in their educational experiences. For example we teach about wars but not peace, we teach about certain cultures and histories but not about others. Both our choices and our omissions send messages to students
  • 16. Phantom Curriculum • It consists of the message prevalent in and through exposure to any type of media. These components and message play a major role in the enculturation of students into the predominant culture
  • 17. Concomitant Curriculum • What is taught, or emphasised at home or those experiences that are part of a family's experiences or related experiences approved by the family. This includes, values, ethics, morals and behaviours
  • 18. Rhetorical Curriculum • It consists of ideas offered by policy makers, school officials, administrators, politicians. This curriculum may come from professional involved in concept formation and content changes resulting from decision based on national and state reports. This curriculum may also come from updated pedagogical knowledge
  • 19. Curriculum-in-use • This is also called formal curriculum comprises those things in textbooks and content and concepts. This is the actual curriculum-in-use delivered and presented by each teacher
  • 20. Received Curriculum • This consists of things that students actually take out of classrooms. These are concepts and contents that are truly learned and remembered
  • 21. Internal Curriculum • It consists of the processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum. It is unique to each student. Educators can explore this curricula by using instructional assessments like exercises, discussion to see what students really remember a lesson
  • 22. The Electronic Curriculum • It consists of lessons learned through searching the internet for information. This Curriculum may either be formal or informal. It has a great deal of information
  • 23. General Structure of a Curriculum Introduction • It describes the social and economic environment in which teaching and learning occur.
  • 24. Educational Policy Statements • It describes the government goals for education, such as universal literacy and normally the development of skills needed for economic prosperity and the creation of a stable and tolerant society.
  • 25. Statement of Broad Learning Objectives and Outcomes • It describes what students should know and be able to do when they complete their school education. Outcomes should be expressed in a range of domains, including knowledge, understanding, skills and competencies, values and attitudes
  • 26. Structure of the Education System • It describes the school system within which the curriculum structure is to be applied. It specifies, number of years of showing, stages of schooling and their durations, and number of weeks in the school years, hours or teaching periods in the school week
  • 27. Curriculum Content Learning Areas and Subjects It describes the following • The pattern of subjects or learning areas to be studied in each stage. • A brief description of each subject and the contribution it makes to the achievement of learning out comes. • The number of hours to be assigned to each subject or learning area in each stage
  • 28. Implementation It describes the following • Teachers qualifications, teaching load. • Number of students per class in each subject. • Materials such as textbooks, equipments etc.
  • 29. Teaching Methodology New Innovation • It describes the range of teaching approaches that might be employed in the implementation of the curriculum
  • 30.  Assessment • Due to new innovation in the educational system, it is necessary to change the curriculum in order to work together for the development of the society. • There are innovations in the teaching methods, new ways of assessment. • It describes the importance of assessing the extent to which students achieve the outcome established for each subject, and recommendation of types of assessment strategies such as written, oral, performance and practical skills.
  • 31. Dynamics of Curriculum • Dynamics of curriculum means changing the courses and subjects according to current trends. • Dynamic means movement and change. • So, dynamics of curriculum means change in curriculum according to the needs of the society's new innovation and new policy on education
  • 32. Societal Needs • A change in the curriculum is necessitated by societal needs. • Curriculum aims at educating the individual in the society and improving the way of life. • A good knowledge of the society, their interests, needs, aspirations, expectations and value system is vital. • Thus the curriculum should be dynamic and is meant to serve the society
  • 33. New Innovation • Due to new innovation in the educational system, it is necessary to change the curriculum in order to work together for the development of the society. • There are innovations in the teaching methods, new ways of assessment of learning, inventions in sciences, and new technology in learning.
  • 34. • These changes necessitates changes in curriculum design and structure. • Educators and administrators effect these changes in their planning. • Classroom teaching-learning process should be changed in accordance with the new technology.
  • 35. New policy on education • The economy has changed. It demands skilled men and women. • The objectives of education in our country has been changed and hence the curriculum has to be changed to meet the new objectives.
  • 36. Characteristics of Dynamics of Curriculum • The needs of learners are more important in determining curriculum planning. • Curriculum dynamics is a more realistic way of handling curriculum development. • Developments are free to be more creative.
  • 37. • It offers flexibility. • Developments may commence at any point in the curriculum process that is appropriate to the needs of the learners. • It allows retracing of the stages of curriculum process to prefer any inclusion in the curriculum. • Reflects the teaching situation more suitable to the classroom situations.
  • 38. • It takes into consideration the background and experience of students and teachers. • It makes the curriculum intentionally dynamic. • It allows constant revision of curriculum. • It also allows curriculum evaluation and helps to identity teaching and learning and guide our design of curriculum. • It provides structure for the systematic organization of curriculum.
  • 39. Changing Concepts of Curriculum • Curriculum is a runway for attaining goals of education. • It is considered as a blueprint of an educational programme. • The basis for any major curriculum change is significantly to improve the existing curriculum.
  • 40. • Change is a constant law of nature. • Technological advancement and explosion of knowledge is the basic reason of varying style of change. • Changes lead to improvement.
  • 41. • Community. • Technology. • Political economy. • People want more and more from public education. • Demands of government.
  • 42. Factors Affecting Changing Concepts of Curriculum Socio - Political Factors • Educators and educational policy makers changes concepts, of curriculum to include political and social needs of society.
  • 43. Economic Factors • Economic status of the people and the state play a role in the changing concept of curriculum. • The aspirations of people, their demands and expectations from particular courses or curricular inclusion at various stages of education effect the changes in curriculum concepts
  • 44. Non – Curriculum Idea • The non-curriculum idea of approaching content development on the basis of questions of problem conditions is emerging . Interdisciplinary • The inter-disciplinary emphasis in curriculum is growing.
  • 45. Educational Technology • Educational technology and continuous pupil progress curricula are altering elementary and secondary curricula. Globalization • Current international trends and the development of information technology make change in the concept of curriculum.
  • 46. Evaluation of Curriculum • Evaluating the existing curriculum changes the concept of curriculum.