The Concept of
curriculum
The term curriculum is derived
from the Latin word currere which mean path.
In this sense curriculum is the path through which the student has to go
forward in order to reach the goal envisaged by education usually the term
curriculum is understood as a group of subjects prescribed for study in a
particular course. But curriculum is not
confined to this narrow concept.
Curriculum should in no way to considered as synonymous with courses of study. The course course of study does list much of
the content to be learnt and indicate some of the major activities but these
form only part of the curriculum.
Curriculum should be considered as a broad-based term encompassing every
aspect concerning a course of study.
Curriculum for a course of study may be conceived us the totality of
experiences a pupil is exposed to within the boundaries of the school and
outside while undergoing that course, with a view to achieve the anticipated
educational goals.
Definition
of curriculum
Curriculum has been defined by
different persons in different ways:
·
Curriculum
is a tool in the hands of an artists (teacher) to mould his material (pupils)
according to his ideals (objectives) in his studio (school) – Arthur Cunningham
·
Curriculum
is that which the pupil is taught. It
involves more than the act of learning and quiet study. It involves occupations, productions,
achievement, exercise and activity
–
H.H.
Horne.
CURRICULUM
DEVELOPMENT
Curriculum
approaches
Curriculum
practitioners and implementers may use one or more approaches in planning,
implementing and evaluating the curriculum.
Even the text book writers or instructional material producers have
different curriculum approaches.
The following are the four
curriculum approaches.
Approaches
to curriculum organizations
There are several approaches to
curriculum organization. the major approaches are:
1.
Integrated approach
2.
Disciplinary approach
3.
Pupil centered approach
4.
Teacher centered approach
5.
Process approach
6.
Content for subject centered approach
7.
Factual approach
8.
Conceptual approach
9.
Flexible approach
10. Structured
approach
11. Concentric
and spiral approaches
12. Psychological
and logical approaches
13. Topical
and unit approaches
a) Concentric and spiral approaches
The whole
curriculum is spread over a number of years.
a general treatment of almost all the topics are attempted at the
beginning and it is developed in successive years according to the mental
development of the pupils. In the
beginning of the course, the whole aspect is given to pupils in a simplified
way. In the next year more and more
details of its parts are added. It
follows the maximum of teaching, such as from whole to part, simple to complex,
easy to difficult etc. Among educationist of modern times, Burner is the main
exponent of the approach is maintained.
Sometimes this approach is referred to as concentric approach. But the term “spiral approach” is preferred
to the other. The term spiral gives the
additional implication that while attempting gradation the linkage too is taken
care of and the continuing of the topic concerned is never broken. While conceiving it as concentric only the
widening of the scope is indicated but the linkage is not taken care of.
b) Psychological and logical approaches
The arrangement
of subject matter based on the principles of psychology is known as
psychological approach. In this
approach, the criterion for inclusion of an item in the curriculum will be the
psychological needs, requirements, potentials, capacities, etc. Appropriate for the developmental level of
the stage for which the curriculum is being designed. In other words this approach is in tune with
the principle of child-centeredness. In
the logical approach stress is given to the logical sequence. It is often criticized that by splitting
topics to suit the developmental status of the learner, this logical
developments broken. Logical approach demands maintaining the logical sequence
while developing a curriculum. At the
same time, a good curriculum if carefully developed can maintain the
psychological approach without sacrificing the logical sequence of the subject.
c)Topical and unit approaches
Every subject
of study involves number of topics. a
topic is a comprehensive collection of elated learning materials pertaining to
specific are of the subject, systematically and sequently arranged so as to get
a holistic picture of those aspects. There
are a large number of concepts,
principles, processes and skills associated with this area. Which act as related part of a “whole”. Since
these aspects are inter-related and maintain certain logical sequences and
co-relations, it is often advised that the topic should be thoroughly dealt
with and mastered before passing in to another topic. This is known as the topic approach in
curriculum.
d) Behavioral approaches
This is based
on a blueprint, where goals and objectives are specified, contents and
activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms
of goals and objectives set at the beginning.
This approach started with the idea of Frederick Taylor which is aimed
to achieve efficiency. In education,
behavioral approach begins with education plans that start with the setting of
goals of objectives. These are the
important ingredients in curriculum implementation as evaluation the learning
out comes as a change of behaviour. The change of behaviour indicates the
measures of the accomplishment.
e) Managerial Approach
In this approach, the principal
is the curriculum leads and at the same time constructional leader who is
supposed to be the general manager. The
general manager sets the policies and priorities, establishes the direction of
change and innovation, and planning and organizing curriculum and instruction
school administrations are less concerned about the content than about
organization and implementation.
f)
System approach
This was influenced by systems
theory, where the parts of the total school district of school are examined in
terms of how they relate to each other. The organizational chart of the school
represents a systems approach it shows the line –staff prelateship of personal
and how decisions are made. The following are of equal importance:
a)
Administration
b)
Counseling
c)
Curriculum
d)
Instruction
e)
Evaluation
g)
Humanistic Approach
This
approach is rooted in the progressive philosophy and child-centered movement. It considerate the formal or planned
curriculum and the informal or hidden curriculum. It considers the whole child
and believes that in curriculum the total development of the individual is the
prime consideration. The learners at the
center of the curriculum.
CONCLUSION
Curriculum is the plan for
bringing desirable changes in student behavior.
There are many approaches in curriculum organization.
Dehignmg of curriculum is associated with social,
emotional and psychological factors of a child, which aims the total
development of a child in their life.
Reference
·
www.ncsall.net
› ...
·
www.unom.ac.in/..
When you look at the night sky you can see many
stars.if you are out in the country or camping in the mountains or the desert
away from the city lights,you may see thousands of them.you may even be able to
see part of the milky Way.In a town or city,you can’t see nearly as many stars
because the city lights create a glow in the sky masking many of them. 
