curriculum

TSL 3143

What is curriculum?
There are many definitions that are
correct. but for our purposes we define
curriculum as :
WHAT is taught to students.

Definition of Curriculum
The content standards,
objectives and performance
descriptors for all required
and elective content areas
and 21st century learning
skills and technology tools at
each programmatic level

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.)

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?
It is important to keep in mind
that schools in the Western
Civilization have been heavily
influenced since the fourth
century B.C. by the philosophies
of Plato and Aristotle and the
word curriculum has been used
historically to describe the
subjects that are being taught
during the classical period of

How Do We Define
Curriculum?
The interpretation of the word
curriculum has broaden in the
20th century to include subjects
other that the Classics. Today
school documents, newspaper
articles, committee reports, and
many academic textbooks refer
to any and all subjects offered
are prescribed as the curriculum
of the school.

Definition (Wilson, 1990) of curriculum is:

Anything and everything that teaches a lesson,
planned or otherwise.Humans are born learning,
thus the learned curriculum actually encompasses
a combination of all of the below -- the hidden, null,
written, political and societal etc.. Since students
learn all the time through exposure and modeled
behaviors, this means that they learn important
social and emotional lessons from everyone who
inhabits a school -- from the janitorial staff, the
secretary, the cafeteria workers, their peers, as
well as from the deportment, conduct and attitudes
expressed and modeled by their teachers. Many
educators are unaware of the strong lessons
imparted to youth by these everyday contacts.

Concept of
curriculum

Introduction
The concept of curriculum is as
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.

Curriculum from Different Points

of View

There are many definitions of

curriculum. Because of this, the
concept of curriculum is sometimes
characterized
as
fragmentary,
elusive
and
confusing.
The
definitions are influenced by modes
of thoughts, pedagogies, political as
well as cultural experiences

Traditional Points of View of

Curriculum
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. It was synonymous to
the course of study and syllabus
Robert M. Hutchins views curriculum as
permanent studies where the rule of
grammar, reading, rhetoric and logic and
mathematics for basic education are
emphasized.

Basic Education should emphasize

the 3 Rs and college education should
be grounded on liberal education. On
the other hand, Arthur Bestor as an
essentialist, believe that the mission
of the school should be intellectual
training, hence curriculum should
focus on the fundamental intellectual
disciplines of grammar, literature and
writing. It should also include
mathematics, science, history and
foreign language.

This definition leads us to the

view of Joseph Schwab that
discipline is the sole source of
curriculum. Thus in our
education system, curriculum is
divided into chunks of
knowledge we call subject
areas in basic education such
as English, Mathematics,
Science, Social Studies and
others. In college, discipline

Traditional curriculum design does

not reflect these realities, it often
does not provide students with
opportunities to develop the kinds
of critical thinking skills and
problem-solving abilities that are
central to thinking and learning
(Jones, Palinscar, Ogle, & Carr,
1987). Furthermore, traditional
curriculum design does not include
opportunities to build the kinds of
personal and collaborative skills
that support learning (Tinzmann,

Progressive Points of View of

Curriculum
On the other hand, to a progressivist, a
listing of school, subjects, syllabi,
course of study, and list of courses or
specific discipline do not make a
curriculum. These can only be called
curriculum if the written materials are
actualized by the learner. Broadly
speaking, curriculum is defined as the
total learning experiences of the
individual.

This definition is anchored on John

Deweys definition of experience and
education. He believed that reflective
thinking is a means that unifies
curricular elements. Thought is not
derived from action but tested by
application.
Caswell and Campbell viewed
curriculum
as
all
experiences
children have under the guidance of
teachers. This definition is shared by
Smith, Stanley and Shores when they
defined curriculum as a sequence of
potential experiences set up in the
schools for the purpose of disciplining
children and youth in group ways of
thinking and acting

Marsh and Willis on the other

hand view curriculum as all the
experiences in the classroom
which are planned and enacted
by the teacher, and also
learned by the students.

Islamic concept of curriculum

According to Islam, basic values
are permanent. So will be the
educational objectives.In
traditionalism, sources of values
are traditions of their forefathers,
While is Islam, pleasure of ALLAH
is the source of Value.
According to Islam only the
prophetic knowledge is
absolutely reliable. So content

Islamic concept of curriculum

knowledge, contained in the
Quran and Sunnah.Knowledge
gained through other sources will
also be tested on this criteria
(Quran & Sunnah) and may
conditionally made a part of
curriculum.

Which are old curriculum

Subject Centered curriculum
Board field curriculum
Conservative core curriculum

Which are modern

curriculum
The child centered curriculum
Activity and experience centered
curriculum
Community centered curriculum
Progressive curriculum
Problem-oriented curriculum

History of Curriculum

Three focus points for Curriculum

Decisions

History of Curriculum
1. The Nature of Subject Matter

Content of the curriculum, and what subject

matter to include in
the curriculum.

The subject matter of history should be based on

evens that
actually happened in the past.
2. The Nature of the Society

If the curriculum is to have utilitarian values, then

it must lead the student not only to knowledge of
the external world for its own sake, but also to
knowledge that can be applied in the world.

History of Curriculum
3. The Nature of the Individuals
.The third basic focal point around which
decisions about curricula can be made is the
nature of the individual.
.The curriculum is also a set of suggestions to
the teacher about how to take advantage of the
present opportunities worthwhile, growth for
each student in the long run.
.The History of Curricula of American school
during the 20th century is, therefore, a history
of these three focal points for deciding on
content ad making other curriculum decisions.

History of Curriculum
Colonial Era and the Early United
States
Curriculum was not an issue in Colonial
America during the early years of the United
States.
Colonies along the Atlantic seaboard were
under British control during the 17th/18th
centuries. These immigrants were from
many European nations.
Despite their differences the settlers shared
common assumptions about education.

History of Curriculum
First Common Assumptions:
Few people needed formal
Education.
Mass Education was not heard.

Second Common
Assumptions:
Formal Education should be
directed at bringing people into
conformity with some prevailing
idea of what and Educated person
should be.

History of Curriculum
Given these assumptions about
education and how they worked
out in schools of colonial America,
the focus point of the curriculum
was the nature
of subject matter.

Colonial America
The Harvard Curriculum
Logic
Physics
Rhetoric
History
Ethnic
Politics
Geometry
Astronomy
Literacy Studies

Colonial America
Franklins Academy
1749. Benjamin Franklin challenge
prevailing beliefs about education and
the curriculum.
Curriculum focused on Latin & Greek
for those preparing to
be ministers
French, German, and Spanish for those
preparing to be merchants.
Everyone would study English, through
reading, writing, and orating.

19th Century
Common School Movement
The expansion of the curriculum.
Reports of the National Education
Association.
1876. A course of study from primary
school to university.
1893. The Committee of Ten
1895. The Committee of 15

20th Century
The Cardinal Principals of Secondary Education
Seven Objectives:
Health
Command of fundamental process
Worthy Home Membership
Vacation
Citizenship
Worthy use of leisure
Ethical Character

7 Common concepts of curriculum

1.
2.
3.
4.
5.
6.
7.

Scope and Sequence

Syllabus
Content Outline
Standers
Textbooks
Course of Study
Planned Experiences

BASIC ELEMENTS OF CURRICULUM

SUBJECT-MATTER:
Designation of what area of content,
facts, arena of endeavor, that the
curriculum deals with. (This is a further
elaboration of the "topic" description in
the Aim.)
INSTRUCTIONAL PLAN:
Describes the activities the learners are
going to engage in, and the sequence of
those activities. Also describes what the
TEACHER is to do in order to facilitate
those activities. (This is like the
traditional "lesson plan" except for a
curriculum it may include more than one
lesson.)

BASIC ELEMENTS OF
CURRICULUM
Aim:
One sentence (more or less)
description of overall purpose of
curriculum, including audience
and the topic.
Rationale:
Paragraph describing why aim
is worth achieving. This section
would include assessment of
needs.

BASIC ELEMENTS OF
CURRICULUM
Goals and objectives:
List of the learning outcomes expected
from participation in the curriculum. This
section includes a discussion of how the
curriculum supports national, state, and
local standards.
Audience and pre-requisites:
Describes who the curriculum is for
and the prior knowledge, skills, and
attitudes of those learners likely to be
successful with the curriculum.

BASIC ELEMENTS OF
CURRICULUM
MATERIALS:
Lists materials necessary for successful
teaching of the curriculum. Includes a
list of web pages. Often, the web site will
NOT be the only materials needed by the
students. They may need books, tables,
paper, chalkboards, calculators, and
other tools. You should spell these
additional materials out in your teaching
guide. Also includes the actual materials
(worksheets and web pages) prepared
by the curriculum developer, any special
requirements for classroom setup and
supplies, and a list of any specific
hardware and software requirements

BASIC ELEMENTS OF
CURRICULUM
INSTRUCTIONAL PLAN:
Describes the activities the
learners are going to engage in,
and the sequence of those
activities. Also describes what
the TEACHER is to do in order to
facilitate those activities. (This is
like the traditional "lesson plan"
except for a curriculum it may
include more than one lesson.)

BASIC ELEMENTS OF
CURRICULUM
PLANS FOR ASSESSMENT AND
EVALUATION:
Includes plan for assessing learning
and evaluating the curriculum as a
whole. May include description of a
model
project,
sample
exam
questions, or other elements of
assessment. Also should include plan
for evaluating the curriculum as a
whole, including feedback from
learners.

Quality curriculum
Greater depth and less superficial
coverage
Focus on problem solving
Facilities the mastery of essential skill and
knowledge
Coordinated
Articulation multi-level sequence study
Emphasize academic and practice
Effective integrated curricula
Mastery of a limited numbers of objectives

EDUCATION AND
CURRICULUM RELATIONSHIP
content of what is taught along with
an overall process of how that content
is to be taught, and instruction being
the more detailed plans and the way
those plans are implemented in order
to teach the curriculum content, it
becomes easy to understand that the
two must be compatible in order to
maximize student learning.

Curriculum as a
Discipline
Curriculum as a discipline is a
subject of study, and on the
Graduate level of Higher
Education a major field of
study.

HOW CURRICULUM
DIFERS FROM
SYLLABUS
COURSE OF STUDY
EDUCATIONAL PROGRAMME
TEACHING
INSTRUCTION

SYLLABUS VS
CURRICULUM
Curriculum
Curriculum is a focus of study,
consisting of various courses all
designed
to
reach
a
particular
proficiency or qualification.
Syllabus
A syllabus is simply an outline and time
line of a particular course. It will
typically give a brief overview of the
course objectives, course expectations,
list reading assignments, homework
deadlines, and exam dates.

COURSE OF STUDY VS
CURRICULUM

A course is a set of inventory

items grouped together for ease
of assignment and tracking.
Curriculum refers to the training
assigned to a student. A
curriculum can consist of more
than one course.

CURRICULUM VS
TEACHING
Curriculum
Curriculum is a focus of study, consisting
of various courses all designed to reach a
particular proficiency or qualification.
Teaching
An academic process by which students
are motivated to learn in ways that make
a sustained, substantial, and positive
influence on how they think, act, and
feel.

INSTRUCTION VS
CURRICULUM
Curriculum
Curriculum is literally defined in education
as a set of courses regarding different
classes or subjects offered in different
educational
institutions such as a school or a university.
Instruction
Instructions are a basic aspect of the
learning process. They are all formulated to
guide students in their gradual learning
process in their respective fields.

Curriculum as a
Discipline
Graduate and undergraduate students
take
courses in:
Curriculum development
Curriculum theory
Curriculum Evaluation
Secondary School Curriculum
Elementary School Curriculum
Middle School Curriculum
Community College Curriculum
Curriculum in Higher Education

 References:
Cortes, C.E. (1981) The societal curriculum:
Implications for multiethnic educations. In Banks, J.A
(ed.) Educations in the 80's: Multiethnic education.
National Education Association.
Eisner, E.W. (1994) The educational imagination: On
design and evaluation of school programs. (3rd. ed)
New York: Macmillan.
Longstreet, W.S. and Shane, H.G. (1993) Curriculum
for a new millennium. Boston: Allyn and Bacon.
Oliva, P. (1997) The curriculum: Theoretical
dimensions. New York: Longman.
Wilson, L. O. (1990, 2004, 2006) Curriculum course
packets ED 721 & 726, unpublished.