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the planned sequence that will be used to help pupils attain the outcomes.
The total learning experience provided by a school. It includes the content of courses (the
syllabus), the methods employed (strategies), and other aspects, like norms and values,
which relate to the way the school is organized.
The aggregate of courses of study given in a learning environment. The courses are
arranged in a sequence to make learning a subject easier. In schools, a curriculum spans
several grades.
Course-X. Unit-II Concept of Curriculum. Notes Prepared by: Dr G R Angadi Page 1
Curriculum can be ordered into a procedure:
Step 1: Diagnosis of needs.
Step 2: Formulation of objectives.
Step 3: Selection of content.
Step 4: Organization of content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: Determination of what to evaluate and of the ways and means of doing it.
b. Concept of Curriculum: The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program. In dictionaries, curriculum is often
defined as the courses offered by a school, but it is rarely used in such a general sense in
schools.
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;
while in a broader sense, it refers to the total learning experiences of individuals not only
in schools, but in society as well.
To accommodate difference of view, Hamid Hasan (1988) telling that curriculum concept
can be evaluated in four dimension, that is
1. Curriculum as an idea; yielded pass or through research and theory's, especially in the
field of education and curriculum
2. Curriculum as plan written, as materialization of curriculum as an idea; what in it load
about target, materials, activity, appliances, and time
3. Curriculum as an activity, representing execution of curriculum as a plan written; in
the form of study practice
4. Curriculum as a result of representing consequence of curriculum as an activity, in the
form of got of curriculum target namely reaching of change of certain ability or
behavior from all educative participants.
Curriculum: Curriculum is a focus of study, consisting of various courses all
designed to reach a particular proficiency or qualification. A curriculum can consist
of more than one course. Curriculum refers to the training assigned to a student.
Curriculum is a focus of study, consisting of various courses all designed to reach a
particular proficiency or qualification.
Introduction: A curriculum is considered the ‘heart’ of any learning institution which means
that schools or universities cannot exist without a curriculum. With its importance in formal
education, curriculum has become a dynamic process due to the changes that occur in our
society. Therefore, in its broadest sense, curriculum refers to the ‘total learning experiences
of individuals not only in school, but in society as well’.
Meaning of Syllabus: Syllabus refers to the content of what is to be taught and the
knowledge, skills and attitudes which are to be deliberately fostered; together with
stage specific objectives.
The syllabus is defined as the documents that consist of topics or portion covered in a
particular subject. It is determined by the examination board and created by the
professors. The professors are responsible for the quality of the course. It is made
available to the students by the teachers, either in hard copy or electronic form to bring
their attention towards the subject and take their study seriously.
A syllabus is considered as a guide to the in charge as well as to the students. It helps the
students to know about the subject in detail, why it is a part of their course of study, what
are the expectations from students, consequences of failure, etc. It contains general rules,
policies, instructions, topics covered, assignments, projects, test dates, and so on.
The Core Curriculum is the set of common courses required of all undergraduates and
considered the necessary general education for students, irrespective of their choice in
major. The communal learning-with all students encountering the same texts and
issues at the same time-and the critical dialogue experienced in small seminars are the
distinctive features of the Core. Begun in the early part of the 20th century, the Core
Curriculum is one of the founding experiments in liberal higher education in the
United States and it remains vibrant as it enters its tenth decade. Not only
academically rigorous but also personally transformative for students, the Core
seminar thrives on oral debate of the most difficult questions about human experience.
What does it mean, and what has it meant to be an individual? What does it mean, and
what has it meant to be part of a community? How is human experience relayed and
how is meaning made in music and art? What do we think is, and what have we
thought to be worth knowing? By what rules should we be governed? The habits of
mind developed in the Core cultivate a critical and creative intellectual capacity that
students employ long after college, in the pursuit and the fulfillment of meaningful
lives.
The simple definition for the word core is central, and this perfectly describes the
intention of core curriculum. While unlimited sets and subsets of new information are
available to learn between kindergarten and college, the core curriculum movement
has organized all those items that educational researchers have determined are best
learned at each grade level and decided which concepts are central to the learning
experience. It is important to note that core curriculum is what is taught, not how it is
taught.
educating students according to their class and social status. The unequal
distribution of cultural capital in a society mirrors a corresponding distribution of
knowledge among its students.
Null curriculum:
The null curriculum is what is not taught. Not teaching some particular idea or sets of
ideas may be due to mandates from higher authorities, to a teacher’s lack of
knowledge, or to deeply ingrained assumptions and biases. Teachers and schools may
not teach that Christopher Columbus slaughtered many of the native peoples he
Course-X. Unit-II Concept of Curriculum. Notes Prepared by: Dr G R Angadi Page 8
encountered when he ‘discovered’ the Americas. Many teachers are under pressure
not to teach evolution.
The null curriculum - That which we do not teach, thus giving students the message
that these elements are not important in their educational experiences or in our
society. Eisner offers some major points as he concludes his discussion of the null
curriculum.
The ‘Null’ or ‘excluded’ curriculum is a concept that was formulated by Eisner
(1979) and consists on the amount of teaching material which is not covered, taught,
nor included in the typical curricula of school districts.
Latent curriculum:
Editor-Prideaux has provided an interesting and useful summary of approaches to a
medical school curriculum... The first is the latent curriculum, first described by
Eisenberg, whereby students learn what is ‘really’ important from role models,
especially clinicians.
High schools have a ‘latent curriculum,’ a set of rules and norms that are written in
considerable measure by fellow students, argues Cookson.
4. Differentiated curriculum:
Differentiated curriculum is one that is individualized to meet the diverse needs of all
of the students in one class. As gifted children expert Susan Weinbrenner says, ‘Equality
means giving everyone equal opportunities to learn, not teaching everyone in exactly the
same way.’ If implemented appropriately, differentiation does not have to mean more work
for the teacher. In fact, it will allow a teacher to spend his or her time more efficiently with a
greater number of students.
Gifted students need the opportunity to work through the curriculum at a faster pace
and need less time on basics and revision. A differentiated curriculum is a program of
activities that offers a variety of entry points for students who differ in abilities, knowledge
and skills. In a differentiated curriculum teachers offer different approaches to what students
learn (content), how students learn (process) and how students demonstrate what they have
learned(product).
Differentiation ranges from slight to major modifications of the curriculum through
adjustments to content, processes and skills. It provides a planned, documented and
challenging curriculum that matches the ability of gifted students to:
Learn at faster rates
Questions:
1. Explain the Concept of Curriculum.
2. Write the meaning of Curriculum.
3. What is Curriculum Framework? Explain.
4. What is mean by Syllabus? Explain.
5. What is mean by Textbook? Explain.
6. Write the Comparison among Curriculum, Syllabus and Textbook.
7. Write the Difference among Curriculum, Syllabus and Textbook.
8. What is Curriculum? What are its types? Explain.
9. What are the types of curriculum? Explain.
10. What is mean by Hidden Curriculum? Explain.
11. What is mean by Null Curriculum? Explain.
12. What is mean by Latent Curriculum? Explain.
13. What is mean by Core Curriculum? Explain.
14. What is Differentiated Curriculum? Explain.