1.1. Introduction of Curriculum: Background, Meaning, and Definition
Background
The word ‘curriculum’ is derived from the Latin word “Currere,” which means “to run” or “the course one runs.” This etymology suggests that the curriculum is the course or race that a student must complete to reach a designated educational goal. Historically, it was often narrowly understood as a fixed body of knowledge and skills to be transmitted.
Meaning
In its modern, broader sense, the curriculum is the sum total of all planned learning experiences provided to a learner under the guidance of the school or educational institution. This includes academic subjects, co-curricular activities, methods of instruction, assessment strategies, and the overall school environment. It’s the base on which the entire teaching-learning process is built and implemented.
Definition
Curriculum has been defined in various ways by educational theorists, emphasizing different aspects:
- Saylor: “Curriculum is a plan for providing sets of learning opportunities for persons to be educated.”
- Wiles and Bondi: “Curriculum is a plan for learning whereby objectives determine what learning is important.”
- Wheeler: “Curriculum is the planned experiences offered to the learners under the guidance of the school.”
- John Kerr: “All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.”
1.2. Curriculum from Different Points of View
The perception of the curriculum largely depends on the underlying educational philosophy.
| Feature | Traditional Point of View | Progressive Point of View |
|---|---|---|
| Focus | Subject Matter and fixed knowledge (knowledge-centered) | The Learner and their experiences (child-centered) |
| Nature | Rigid, structured, standardized, and designed to maintain status quo. | Flexible, evolving, interdisciplinary, and based on real-world relevance. |
| Content | Facts, skills, and mastery of academic disciplines. | Problem-solving, critical thinking, creativity, and personality development. |
| Teacher’s Role | Primary source of knowledge and authority; lecturer/transmitter. | Facilitator, guide, or co-learner; creating an enriching environment. |
| Learning Style | Rote memorization, discipline, and passive reception. | Hands-on experience, exploration, dialogue, and active participation. |
| Assessment | Summative, standardized tests based on subject mastery. | Continuous, formative assessments, projects, presentations, and portfolios. |
The progressive view, championed by John Dewey, shifts the focus from what the teacher teaches (content) to how students learn (process and experience).
1.3. Orientation to Curriculum (Focus)
Curriculum orientation refers to the primary element or value around which the entire curriculum is designed and structured.
Child-Centred Orientation
- Focus: The needs, interests, abilities, and developmental stage of the learner.
- Principle: Education should cater to the individual differences among students.
- Teacher’s Role: To act as a supportive facilitator, creating learning opportunities based on children’s natural curiosities.
- Benefit: Promotes holistic development, intrinsic motivation, and problem-solving skills.
Society-Centred Orientation
- Focus: The needs, values, and demands of society and culture.
- Principle: The school is an agent of social change and progress; the curriculum must prepare citizens for effective participation in society.
- Content: Emphasizes social studies, citizenship, current affairs, community service, and addressing societal problems.
- Benefit: Ensures the curriculum is relevant to the community and prepares students for future social and civic roles.
Knowledge-Centred Orientation
- Focus: Specific academic subjects, structured content, and logical organization of knowledge.
- Principle: The transmission of cultural heritage and the mastery of specialized intellectual disciplines are paramount.
- Content: Emphasis on discipline-specific concepts, facts, and theories (e.g., Mathematics, Physics, History).
- Benefit: Develops intellectual abilities, abstract thinking, and a deep understanding of academic fields.
Eclectic Orientation
- Focus: A balanced synthesis of the child, society, and knowledge perspectives.
- Principle: No single focus is sufficient; a good curriculum must integrate the best features of all three.
- Nature: Flexible and dynamic, adapting the content (knowledge) and process (child-centred) to achieve relevant societal goals (society-centred).
- Benefit: A comprehensive and realistic approach that aims for all-round development.
1.4. Types of Curriculum Operating in the Schools
The curriculum often exists in multiple forms within a school system:
- Written (or Official) Curriculum:
- This is the formal, documented plan provided by educational authorities (e.g., Ministry of Education, school board).
- It includes the syllabus, curriculum guides, objectives, content outlines, standards, and planned assessments. It’s what is intended to be taught.
- Taught (or Implemented) Curriculum:
- This is the curriculum in action—what the teachers actually implement in the classroom.
- It represents the real-time interaction between the teacher, students, content, and learning activities. Due to teacher interpretation, time constraints, or student needs, the taught curriculum may differ from the written one.
- Learned (or Experienced) Curriculum:
- This is the curriculum as perceived and retained by the students—the actual learning outcomes, knowledge, skills, values, and behavioral changes achieved.
- It’s indicated by test results, student performance, and observed behavioral changes. It is the final product of the educational process.
Other Curricula:
- Hidden Curriculum: The unintended lessons, values, attitudes, and beliefs transmitted through the school’s structure, climate, routines, and interpersonal relationships (e.g., punctuality, respect for authority).
- Null Curriculum: What is left out or neglected from the written or taught curriculum, often giving students the message that these topics are not important.
1.5. Characterization of Curriculum
A high-quality, effective curriculum possesses several key characteristics:
- Dynamic and Flexible: It is not static but continuously evolving to address changes in society, technology, knowledge, and student needs.
- Comprehensive and Holistic: It covers the full spectrum of a learner’s development: cognitive (intellectual), affective (emotional/values), and psychomotor (physical/skills).
- Learner-Centred: It is designed with the individual student at its core, respecting their needs, interests, and learning styles.
- Goal-Oriented: It is systematically organized around predefined educational objectives and intended learning outcomes.
- Systematic and Logical: Content and learning experiences are sequenced in a clear, logical, and psychologically sound manner to ensure continuity of experience.
- Democratically Conceived: Its development involves collaboration among various stakeholders (teachers, parents, subject experts, community members).
- Relevant and Responsive: It is aligned with local, national, and global contexts and addresses real-life challenges and societal demands.
1.6. Need and Importance of Curriculum
The curriculum is the backbone of the entire education system, making it indispensable for several reasons:
- Provides Structure and Direction: It offers a clear, structured framework (the roadmap) for the school, teachers, and students, outlining what is to be taught, when, and how.
- Ensures Consistency and Standardization: It guarantees that all students, regardless of their school or teacher, have access to a uniform level of quality education and meet common educational standards.
- Facilitates Comprehensive Development: By clearly defining objectives across different domains, it guides the development of the learner’s knowledge, skills, attitudes, and values for all-round growth.
- Acts as a Tool for Social Progress: A well-designed curriculum reflects and shapes the values of a society. It can be used to transmit cultural heritage, instill civic values, and prepare students to address current and future societal challenges.
- Enhances Teaching Effectiveness: It helps teachers organize their instructional materials, select appropriate teaching methodologies, and design effective assessments, allowing them to focus on the nuances of instruction.
- Promotes Accountability: It provides a clear basis for evaluating the effectiveness of the educational system, the school, the teachers, and the students’ learning outcomes.
Would you like me to elaborate on a specific type of curriculum design model, such as the Tyler Model or the Taba Model?
