curriculum & Concepts of Curriculum

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Curriculum & Concepts of Curriculum:

Curriculum & Concepts of Curriculum


Contents Introduction Foundation of Curriculum Curriculum Different Dimensions Characteristics of Curriculum Significance Of Curriculum Elements of Curriculum Concepts of Curriculum Common Concepts of Curriculum


Introduction What is Curriculum? A document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the method to be used in the process. (English 2000)

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Some authors define curriculum as “The total effort of the school to bring about desired out-comes in school and out-of-school situations”

Definitions :

Definitions Franklin Bobbitt: (1876-1956) “Presented Curriculum as a science that emphasizes on students’ needs.” Ralph Tyler: (1902-1994) “Believes that Curriculum is a science and an extension of schools philosophy based on students’ needs and interests.”

Foundation of Curriculum:

Foundation of Curriculum Philosophy Psychology Sociology History

The Curriculum: Different Dimensions :

The Curriculum: Different Dimensions The Traditional Versus Modern Dimension of the Curriculum

The Traditional::

The Traditional: 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 ” ( Purita P. Bilbo, Ed.D) Unique needs and interests have been placed second to “ the common needs of all. ”

Modern Dimension of the Curriculum::

Modern Dimension of the Curriculum: The modern dimension of curriculum consists of all experiences for learning which are planned and organized by the school. It is composed of the actual experiences and activities of learners inside or outside the classroom under the guidance of the teacher and for which the school accepts responsibility.

Characteristics of Curriculum: :

Characteristics of Curriculum: Flexibility Integrated & continuous Balance Scope Religious and moral values consisted curriculum. Considering individual conflicts in curriculum Life centered Curriculum

Significance of Curriculum:

Significance of Curriculum In Elementary Schools: At primary school levels, the curriculum aims at providing a structured platform, which gives every child an equal opportunity to excel. In High Schools: For teenagers, the development is more focused and rampant, enhanced through a proper curriculum. Without an effective curriculum, a student would not be able to understand or meet the challenges of the society.

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At College & Higher Education: The curriculum here is reduced to just a framework that is very flexible yet very important. The curriculum chosen by the student will go on to determine the shape of his career. A curriculum prepares an individual with the knowledge to be successful, confident and responsible citizens.

Concepts of Curriculum: :

Concepts of Curriculum: The concept if Curriculum is 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. ( Purita P. Bilbo, Ed.D) Systematic group of courses or sequence of subject required for graduation or certification in a major field of study.

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A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field. A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and experience to fit him for the society of which he is a part or to qualify him for a trade or profession.

Common Concepts of Curriculum :

Common Concepts of Curriculum Scope And Sequence Syllabus Content Outline Standards Textbooks Course of study Planned Experiences (Posner 2004)

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