curriculum

What is curriculum?

There are many definitions that are correct…………. but for

our purposes we define curriculum as :

WHAT is taught to students.

 Definition of Curriculum

The content standards,

objectives and performance
descriptors for all required and
elective content areas and 21st
century learning skills and
technology tools at each
programmatic level
 How Do We Define Curriculum?
• Curriculum is that which
is taught at school.
• Curriculum is a set of
subjects.
• Curriculum is content.
• Curriculum is a sequence
of courses.
• Curriculum is a set of
performance objectives.
 How Do We Define Curriculum?

• Curriculum is all planned learning for

which the school is responsible.
• Curriculum is all the experiences
learners have under the guidance of
the school.
John Delnay (1959.)
 How Do We Define Curriculum?

• According to Bandi & Wales (2005), the

most common definition derived from
the word Latin root, which means
“racecourse.”
• Bandi & Wales (2005) also stated that “
for many students, the school curriculum
is a race to be run, a series of obstacles
or hurdles (subjects) to be passed.”
 How Do We Define Curriculum?

• It is important to keep in mind that

schools in the Western Civilization have
been heavily influenced since the fourth
century B.C. by the philosophies of Plato
and Aristotle and the word curriculum
has been used historically to describe the
subjects that are being taught during the
classical period of Greek Civilization.
 How Do We Define Curriculum?

• The interpretation of the word

curriculum has broaden in the 20th
century to include subjects other that the
Classics. Today school documents,
newspaper articles, committee reports,
and many academic textbooks refer to
any and all subjects offered are
prescribed as the curriculum of the
school.
Definition (Wilson, 1990) of curriculum is:
•Anything and everything that teaches a lesson, planned
or otherwise. Humans are born learning, thus the
learned curriculum actually encompasses a combination
of all of the below -- the hidden, null, written, political
and societal etc.. Since students learn all the time
through exposure and modeled behaviors, this means
that they learn important social and emotional lessons
from everyone who inhabits a school -- from the
janitorial staff, the secretary, the cafeteria workers, their
peers, as well as from the deportment, conduct and
attitudes expressed and modeled by their teachers.
Many educators are unaware of the strong lessons
imparted to youth by these everyday contacts.
Concept of curriculum
 Introduction
The concept of curriculum is as dynamic
as the changes that occur in society. In its
narrow sense, curriculum is viewed
merely as a listing of subject to be taught
in school. In a broader sense, it refers to
the total learning experiences of
individuals not only in schools but in
society as well.
Curriculum from Different Points of View

• There are many definitions of

curriculum. Because of this, the concept
of curriculum is sometimes characterized
as fragmentary, elusive and confusing.
The definitions are influenced by modes
of thoughts, pedagogies, political as well
as cultural experiences
 Traditional Points of View of
Curriculum
In the early years of 20th century,
the traditional concepts held of the
“curriculum is that it is a body of subjects or
subject matter prepared by the teachers for
the students to learn”. It was synonymous to
the “course of study” and “syllabus”
Robert M. Hutchins views curriculum as
“permanent studies” where the rule of
grammar, reading, rhetoric and logic and
mathematics for basic education are
emphasized.
Basic Education should emphasize the 3
Rs and college education should be
grounded on liberal education. On the
other hand, Arthur Bestor as an
essentialist, believe that the mission of
the school should be intellectual training,
hence curriculum should focus on the
fundamental intellectual disciplines of
grammar, literature and writing. It should
also include mathematics, science, history
and foreign language.
This definition leads us to the view of
Joseph Schwab that discipline is the
sole source of curriculum. Thus in our
education system, curriculum is
divided into chunks of knowledge we
call subject areas in basic education
such as English, Mathematics, Science,
Social Studies and others. In college,
discipline may includes humanities,
sciences, languages and many more
Traditional curriculum design does not
reflect these realities, it often does not
provide students with opportunities to
develop the kinds of critical thinking skills
and problem-solving abilities that are
central to thinking and learning (Jones,
Palinscar, Ogle, & Carr, 1987).
Furthermore, traditional curriculum design
does not include opportunities to build the
kinds of personal and collaborative skills
that support learning (Tinzmann, Jones,
Fennimore, Bakker, Fine, & Pierce, 1990).
 Progressive Points of View of
Curriculum

On the other hand, to a progressivist, a

listing of school, subjects, syllabi, course
of study, and list of courses or specific
discipline do not make a curriculum.
These can only be called curriculum if the
written materials are actualized by the
learner. Broadly speaking, curriculum is
defined as the total learning experiences
of the individual.
This definition is anchored on John Dewey’s
definition of experience and education. He
believed that reflective thinking is a means
that unifies curricular elements. Thought is not
derived from action but tested by application.
Caswell and Campbell viewed
curriculum as “all experiences children have
under the guidance of teachers”. This
definition is shared by Smith, Stanley and
Shores when they defined “curriculum as a
sequence of potential experiences set up in
the schools for the purpose of disciplining
children and youth in group ways of thinking
and acting”
Marsh and Willis on the other hand
view curriculum as all the “experiences
in the classroom which are planned
and enacted by the teacher, and also
learned by the students.
Islamic concept of curriculum

• According to Islam, basic values are

permanent. So will be the educational
objectives.In traditionalism, sources of
values are traditions of their forefathers,
While is Islam, pleasure of ALLAH is the
source of Value.
• According to Islam only the prophetic
knowledge is absolutely reliable. So
content will essentially consist of the
Islamic concept of curriculum

• knowledge, contained in the Quran and

Sunnah.Knowledge gained through other
sources will also be tested on this criteria
(Quran & Sunnah) and may conditionally
made a part of curriculum.
 Which are old curriculum…
• Subject Centered curriculum
• Board field curriculum
• Conservative core curriculum
 Which are modern
curriculum
• The child centered curriculum
• Activity and experience centered
curriculum
• Community centered curriculum
• Progressive curriculum
• Problem-oriented curriculum
History of Curriculum

Three focus points for Curriculum

Decisions
 History of Curriculum
1. The Nature of Subject Matter
 Content of the curriculum, and what subject matter to
include in
the curriculum.
 The subject matter of history should be based on evens
that
actually happened in the past.

2. The Nature of the Society

 If the curriculum is to have utilitarian values, then it
must lead the student not only to knowledge of the
external world for its own sake, but also to knowledge
that can be applied in the world.
 History of Curriculum
1. The Nature of the Individuals
 The third basic focal point around which
decisions about curricula can be made is the
nature of the individual.
 The curriculum is also a set of suggestions to the
teacher about how to take advantage of the
present opportunities worthwhile, growth for
each student in the long run.
 The History of Curricula of American school
during the 20th century is, therefore, a history of
these three focal points for deciding on content
ad making other curriculum decisions.
 History of Curriculum
Colonial Era and the Early United States
• Curriculum was not an issue in Colonial
America during the early years of the United
States.
• Colonies along the Atlantic seaboard were
under British control during the 17th/18th
centuries. These immigrants were from many
European nations.
• Despite their differences the settlers shared
common assumptions about education.
 History of Curriculum
First Common Assumptions:
• Few people needed formal Education.
• Mass Education was not heard.
Second Common Assumptions:
• Formal Education should be directed at
bringing people into conformity with some
prevailing idea of what and Educated
person should be.
 History of Curriculum
Given these assumptions about education
and how they worked out in schools of
colonial America, the focus point of the
curriculum was the nature
of subject matter.
 Colonial America
The Harvard Curriculum
 Logic
 Physics
 Rhetoric
 History
 Ethnic
 Politics
 Geometry
 Astronomy
 Literacy Studies
 Colonial America
Franklin’s Academy
• 1749. Benjamin Franklin challenge prevailing
beliefs about education and the curriculum.
• Curriculum –focused on Latin & Greek for those
preparing to
be ministers
• French, German, and Spanish for those preparing
to be merchants.
• Everyone would study English, through reading,
writing, and orating.
 19 Century
th

Common School Movement

• The expansion of the curriculum. Reports of the
National Education Association.
• 1876. A course of study from primary school to
university.
• 1893. The Committee of Ten
• 1895. The Committee of 15
 20 Century
th

The Cardinal Principals of Secondary Education

Seven Objectives:
• Health
• Command of fundamental process
• Worthy Home Membership
• Vacation
• Citizenship
• Worthy use of leisure
• Ethical Character
 7 Common concepts of
curriculum

1. Scope and Sequence

2. Syllabus
3. Content Outline
4. Standers
5. Textbooks
6. Course of Study
7. Planned Experiences
 BASIC ELEMENTS OF
CURRICULUM
• SUBJECT-MATTER:
Designation of what area of content, facts, arena
of endeavor, that the curriculum deals with. (This
is a further elaboration of the "topic" description
in the Aim.)
• INSTRUCTIONAL PLAN:
Describes the activities the learners are going to
engage in, and the sequence of those activities.
Also describes what the TEACHER is to do in order
to facilitate those activities. (This is like the
traditional "lesson plan" except for a curriculum it
may include more than one lesson.)
 BASIC ELEMENTS OF
CURRICULUM
• Aim:
One sentence (more or less) description
of overall purpose of curriculum,
including audience and the topic.
• Rationale:
Paragraph describing why aim is worth
achieving. This section would include
assessment of needs.
 BASIC ELEMENTS OF
CURRICULUM
• Goals and objectives:
List of the learning outcomes expected from
participation in the curriculum. This section
includes a discussion of how the curriculum
supports national, state, and local standards.
• Audience and pre-requisites:
Describes who the curriculum is for and the prior
knowledge, skills, and attitudes of those learners
likely to be successful with the curriculum.
 BASIC ELEMENTS OF
CURRICULUM
• MATERIALS:
Lists materials necessary for successful teaching of
the curriculum. Includes a list of web pages. Often,
the web site will NOT be the only materials
needed by the students. They may need books,
tables, paper, chalkboards, calculators, and other
tools. You should spell these additional materials
out in your teaching guide. Also includes the actual
materials (worksheets and web pages) prepared
by the curriculum developer, any special
requirements for classroom setup and supplies,
and a list of any specific hardware and software
requirements
 BASIC ELEMENTS OF
CURRICULUM
• INSTRUCTIONAL PLAN:
Describes the activities the learners are
going to engage in, and the sequence of
those activities. Also describes what the
TEACHER is to do in order to facilitate
those activities. (This is like the
traditional "lesson plan" except for a
curriculum it may include more than one
lesson.)
 BASIC ELEMENTS OF
CURRICULUM
• PLANS FOR ASSESSMENT AND
EVALUATION:
Includes plan for assessing learning and
evaluating the curriculum as a whole.
May include description of a model
project, sample exam questions, or other
elements of assessment. Also should
include plan for evaluating the
curriculum as a whole, including
feedback from learners.
 Quality curriculum

• Greater depth and less superficial coverage

• Focus on problem solving
• Facilities the mastery of essential skill and
knowledge
• Coordinated
• Articulation multi-level sequence study
• Emphasize academic and practice
• Effective integrated curricula
• Mastery of a limited numbers of objectives
EDUCATION AND CURRICULUM
RELATIONSHIP
content of what is taught along with
an overall process of how that content
is to be taught, and instruction being
the more detailed plans and the way
those plans are implemented in order
to teach the curriculum content, it
becomes easy to understand that the
two must be compatible in order to
maximize student learning.
 Curriculum as a Discipline

• Curriculum as a discipline is a subject

of study, and on the Graduate level
of Higher Education a major field of
study.
HOW CURRICULUM DIFERS
FROM……
• SYLLABUS

• COURSE OF STUDY

• EDUCATIONAL PROGRAMME

• TEACHING

• INSTRUCTION
 SYLLABUS VS CURRICULUM

Curriculum
Curriculum is a focus of study, consisting
of various courses all designed to reach
a particular proficiency or qualification.
Syllabus
A syllabus is simply an outline and time
line of a particular course. It will
typically give a brief overview of the
course objectives, course expectations,
list reading assignments, homework
deadlines, and exam dates.
 COURSE OF STUDY VS
CURRICULUM

• A course is a set of inventory items

grouped together for ease of assignment
and tracking. Curriculum refers to the
training assigned to a student. A
curriculum can consist of more than one
course.
CURRICULUM VS TEACHING

Curriculum
Curriculum is a focus of study, consisting
of various courses all designed to reach
a particular proficiency or qualification.
Teaching
An academic process by which students
are motivated to learn in ways that
make a sustained, substantial, and
positive influence on how they think,
act, and feel.
INSTRUCTION VS CURRICULUM

Curriculum
Curriculum is literally defined in education as
a set of courses regarding different classes
or subjects offered in different educational
institutions such as a school or a university.
Instruction
Instructions are a basic aspect of the
learning process. They are all formulated to
guide students in their gradual learning
process in their respective fields.
 Curriculum as a Discipline
Graduate and undergraduate students take
courses in:
Curriculum development
Curriculum theory
Curriculum Evaluation
Secondary School Curriculum
Elementary School Curriculum
Middle School Curriculum
Community College Curriculum
Curriculum in Higher Education
• References:
• Cortes, C.E. (1981) The societal curriculum:
Implications for multiethnic educations. In Banks,
J.A (ed.) Educations in the 80's: Multiethnic
education. National Education Association.
• Eisner, E.W. (1994) The educational imagination:
On design and evaluation of school programs.
(3rd. ed) New York: Macmillan.
• Longstreet, W.S. and Shane, H.G. (1993)
Curriculum for a new millennium. Boston: Allyn
and Bacon.
• Oliva, P. (1997) The curriculum: Theoretical
dimensions. New York: Longman.
• Wilson, L. O. (1990, 2004, 2006) Curriculum
course packets ED 721 & 726, unpublished.