Curriculum

Sadasseevan
Trainer

Cosmic Educational Trainers (CETs)

What is Curriculum?

Curere Latin - a passage from stage to stage Fields of study of study which are being followed in school. (Kliebard,
1982)

Scope and contents of learning subjects in school. (Kamus Dewan

Bahasa)

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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?

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.)

Four ways of approaching curriculum

1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve certain ends in students product. 3. Curriculum as process. 4. Curriculum as praxis

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Summary

Curriculum covers selected, real and imaginary living experiences. It is organized and arranged carefully and professionally by scholars in the field of education and curriculum experts. This is to ensure that various types of ral and imaginary learning activities can be implemented in and out of the classroom, and in and outside the school, for all level of schooling.
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4 FUNDAMENTAL QUESTIONS
What are aims and objectives of curriculum? Which learning experiences meet these aims and objectives? How can the extent to which these aims and objectives have been met be evaluated? How can these learning experiences be organised? (Adapted from Tyler 1949)

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4 CONCEPTIONS OF CURRICULUM

The official curriculum The hidden curriculum The observed curriculum The curriculum-asexperienced Pollard & Triggs (1997)

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THE OFFICIAL CURRICULUM

A planned course of study Explicitly stated programme of learning States intended curriculum content Structures sequence and progression, framing content and course activities Designed to challenge students and match learning needs

HIDDEN CURRICULUM

All that is learnt during school/college activities that is not a designated part of official curriculum What is picked up about eg role of teacher/learner, status, attitudes to learning Implicit, embedded in taken-for-granted procedures and materials May be unrecognised and often examined Can have profound effect on self image on students, and attitudes to education/other social groups

OBSERVED CURRICULUM
What can be seen as taking place in classroom May be different from intended official curriculum

CURRICULUM-AS-EXPERIENCED

The parts of the curriculum (official and hidden) that actually connect meaningfully with students Arguably only this aspect which has educational impact rest is often forgotten!

VOCATIONAL CURRICULUM Characterised as: Experientially based in terms of content and teaching method Directly relevant to student needs Emphasis on core skills
Marsh, 1997

Philosophy and Curriculum Design

Philosophies and curriculum leaders

Five Educational Philosophies Perennialism Idealism Realism Experimentalism Existentialism

Eight Common Curriculum Design

1. Content-based instruction purpose: knowledge, acquisition activity: facts, data, and representative form 2. Shell Based Instruction purpose: process and manipulation activity: practice, ordering application 3. Inquiry Approach purpose: awareness, interest activity: unknown, sampling 4. Conceptual Learning purpose: understanding activity: big ideas, familiarity

Eight Common Curriculum Design

5. Interdisciplinary Learning purpose: making connection activity: application 6. Cooperative Learning purpose: coordinating social skills activity: group work 7. Problem Solving purpose: apply skills activity: current events 8. Critical and Creative Thinking purpose: construction of new forms activity: model building, imagination

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A curriculum for the future .

Which direction?

Where are we now?

What are the issues, dilemmas and challenges we face? Where do we want to be?

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Academic Discussion

Concept and Meaning of Curriculum? 4 CONCEPTIONS OF CURRICULUM Models of Curriculum Traditional curriculum vsThinking Oriented Curriculum
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Differences among teachers have a clear impact on learning. Coaching attempts to reduce some of these differences by guiding teachers toward best practice.

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But what about differences among schools? Can school factors be important as well?

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