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Curriculum: 1935 Hollis Caswell & Campbell 1960 W. B. Ragan

The document defines curriculum as the overall activities and experiences, both inside and outside the classroom, that are planned for students. A curriculum includes objectives, content, teaching methods, and evaluation. It can take the form of specific subjects, focus on learners' experiences, or include hidden lessons. Curriculum is developed by committees and includes four key elements: objectives, content, teaching methods, and evaluation.

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Muhammad Baqi Muhammad Baqi
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562 views3 pages

Curriculum: 1935 Hollis Caswell & Campbell 1960 W. B. Ragan

The document defines curriculum as the overall activities and experiences, both inside and outside the classroom, that are planned for students. A curriculum includes objectives, content, teaching methods, and evaluation. It can take the form of specific subjects, focus on learners' experiences, or include hidden lessons. Curriculum is developed by committees and includes four key elements: objectives, content, teaching methods, and evaluation.

Uploaded by

Muhammad Baqi Muhammad Baqi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CURRICULUM

 Overall activities of the school inside or outside the classroom.


 A curriculum consists of the "roadmap" or "guideline" of any given
discipline.
 A detailed plan for instruction set by policy-makers.
 The curriculum comes from the Latin word currere which means To run. It
is a runway or course on which one runs to reach the goal.
 The concise oxford university defined curriculum as a course of study.
 1997 J. L. McBrien: Curriculum refers to a written plan outlining what
students will be taught (a course of study). Curriculum may refer to all the
courses offered at a given school, or all the courses offered at a school in a
particular area of study.
 1935 Hollis Caswell & Campbell
All the experiences children have under the guidance of teachers.
 1960 W. B. Ragan
All experiences of the child for which the school accepts responsibility.
 A narrow concept of ―a set of subjects or programs of studies.
 A broader concept of ―a series of experiences undergone by learners in the
school under supervision of a teacher/school‖
 Curriculum is tool in the hand of the artist (teacher) to mould his material in
accordance with his ideals in the school
 Crow and crow: “curriculum includes all the learner’s experiences in or
outside the school that are included in the programme, which has been
devised to help to develop mentally, physically, emotionally, socially and
morally”.
 Curriculum also mean a written description of what happens.

Characteristics of curriculum

 It is a continuous process
 It is a dynamic process
 It fulfils the objective to achieve main aim.
 It takes at many levels in every age group
 It is pre-planned but can be changed
 It is a tool hand of a teacher.

 Traditional View Point


Curriculum is that it is a body of subjects or subject matter prepared by the
teachers for the students to learn”.
Curriculum should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should also include mathematics, science,
history and foreign language
It focused on the transmitting of knowledge to the learner. The teacher makes
the students memorize knowledge.
 Progressive View Point
Curriculum can be defined as the total learning experiences of the individual.
“all experiences children have under the guidance of teachers” .school
documents, newspaper articles, committee reports, and many academic
textbooks are given as the curriculum of the school. It is all the learning
experiences presented to the learners or they can find it themselves whether
inside or outside for the purpose of developing the three domains: 1-cognitive
2- affective 3- psychomotor

Curriculum committee
• Curriculum policy maker and developers.
• Curriculum administrators.
• School, College principals.
• Communities
• Law-maker.
• Educational researchers.
• Teacher educators. • Publishers.
• Project directors.

Four Elements of curriculum

 Objectives
On the basis of situation analysis, objectives are selected. Objectives serve as
the blue prints for the development of curriculum.
 Content
Objectives provide guideline for the selection of content. If the objectives are
clear, selection of content will be easy. Contents may include facts, theories.
 Teaching method
It includes the teaching activities of the teacher as well as learning experiences
of the students. All the contents cannot be taught by one method.
 Evaluation
It judges the value or worth of the curriculum or any components of the
curriculum, Objectives, contents, method can be evaluated in this process.

Various forms of curriculum

 Subject Centered Curriculum


Subject-centered curriculum revolves around a particular subject matter or
discipline. For example, a subject-centered curriculum may focus on math or
biology. • This type of curriculum tends to focus on the subject rather than the
individual.
 Learner-Centered Curriculum
It is according to the interest and tendency of children. Students work in
pairs, in groups or alone depending on the purpose of the activity.
 The Hidden or Covert Curriculum
Hidden curriculum refers to the unwritten, unofficial, and often unintended
lessons, values, and perspectives that students learn in school. For example,
how they should interact with peers, teachers, and other adults; how they
should perceive different races, groups, or classes of people; or what ideas and
behaviours are considered acceptable or unacceptable. e.g respect for other
pupils’ opinions, punctuality
 Concomitant Curriculum
This type of curriculum may be received at mosque or church, in the context of
religious expression, lessons on values, ethics or morals, moulded behaviours,
or social experiences based on the family’s preferences.
 Written Curriculum
This refers to a lesson plan or syllabus written by teachers. Another example is
the one written by curriculum experts with the help of subject teachers. This
kind of written curriculum needs to be pilot tested or tried out in sample
schools to determine its effectiveness.
 Supported Curriculum
Instructional materials, such as textbooks, audio visual materials, blogs, wikis,
and others are examples of support curriculum. Other examples are
playgrounds, zoos, gardens, museums, and real life objects. It is called
supported curriculum.

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