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CT 200 Module 1 Unit 1

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1K views21 pages

CT 200 Module 1 Unit 1

Uploaded by

Benson Shayo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CT 200: PRINCIPLES OF

CURRICULUM DEVELOPMENT
AND TEACHING
FIRST SEMESTER, 2023/2024
B.Ed/PGDE
Module 1 unit 1
By the end of this module you should be able to:
• Describe conceptions of curriculum
• Explain curriculum typology/representations
• Describe common features of curriculum
• Outline purposes of curriculum
• Illustrate components of curriculum
• Describe curriculum perspectives
• Explain the types of curriculum
ORIGIN
• The word curriculum stems from the Latin verb
‘currere’ which means to ‘run’. The Latin noun
curriculum refers to both a ‘course’ and a ‘vehicle’.
“ for the school curriculum is a race to be run, and
a series of hurdles (subjects) to be passed.”
• In the context of education, the most obvious
interpretation of the word is to view it as a
course for ‘‘learning’’.
Conceptions of Curriculum
1. Curriculum is that which is taught in school
2. Curriculum is a set of subjects
3. Curriculum is a programme of studies
4. Curriculum is a sequence of courses
5. Curriculum is everything that goes on in a school
including extra-class activities
6. Curriculum is that which is taught inside the school
and outside the school
7. Curriculum is a series of experiences undergone by
learners in school
8. Curriculum is everything that is planned by school
personnel
9. Curriculum is that which an individual learner
experiences as a result of schooling
10. Curriculum includes all the experiences of the learner
for which the school assumes responsibility
11. Curriculum as the organized experiences that a
student has under the guidance and control of the
school
12. Curriculum is the systematic sequence of the courses
or subjects that form the schools formal instructional
programme
13. Curriculum is a set of learning content and
experiences that are selected, planned,
organised and implemented
14. Curriculum is the total learning experiences
of individuals not only in schools but in society
as well.
15. Curriculum as the total learning experiences
of the individual.
16. Add yours here ...........................................
Conceptions of curriculum
Revisit conceptions of curriculum you wrote and the
ones presented to you
i. Are they similar?
ii. Why do you think there are many conceptions of
curriculum?
iii. What have you realised to be common across
definitions/meanings
iv. What do you consider to be different?
v. How can you define curriculum from your own
perspective?
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 and societal experiences.
In the context of the school system, curriculum
is considered to be the totality of what
students/learners learn at school.
• Thus, broad and narrow definitions of
curriculum exist.
Curriculum from Different Viewpoints

1 Traditional/ Narrow view

2 Progressive/Broad view
• Narrowly defined, the term curriculum can be
used to refer to a planned, written academic
program (syllabus).
• Usually, broad definitions combine Planned
and unplanned learning experiences that
learners get as they interact with the school
system.
Traditional/ Narrow Points of View of Curriculum

In the early years of 20th century, the traditional concepts held


of the curriculum was: ‘’ a body of subjects or subject matter
prepared by the teachers for students to learn”.
It was synonymous to the “course of study” and “ a syllabus”
Assumptions:
• curriculum is divided into chunks of knowledge called
subject areas;
• All meaningful learning is planned;
• What is taught is what is learned;
• Knowledge is static.
Progressives' views of curriculum
Curriculum is defined as the total learning experiences of
the individual learner directed by the school
Assumptions:
• All experiences are desirable and valued;
• Activities and experiences are synonymous;
• Planned and unplanned experiences count as curriculum.
• Schools include both planned and unplanned activities;
and,
• Teachers and students are the main actors of the school
curriculum.
Purposes of curriculum
To students: Curriculum:
• gives students an understanding of what must be
accomplished (learned)in order to to accomplish
stated educational goals and obtain a certificate.
• promotes a sense of order and structure in the
pursuit of academic success.
• introduces the criteria of examination or evaluation of
students.
• prepares an individual with the knowledge to be
successful, confident and responsible citizens.
To teachers, curriculum :
• describes the course, unit objectives, competences
as well as teaching methods which assist the
teachers to prepare for the instructional process
• offers the ideas and strategies for assessing
student progress.
• demands teachers to relate content or the body of
knowledge to local settings.
• encourages teachers to evaluate teaching and
learning processes in education system.
To Administrators Curriculum:
• allows them to provide a dynamic educational
programs for current and prospective students with
a variety of quality.
• communicate to the policy makers about the
competencies and expertise of a particular group of
students
Therefore: A curriculum is more than putting together
a set of academically required subjects. Several things
must be considered, such as the learning needs of
students; the consensus of teachers and
administrators; the expectations of the community;
and current developments in academic fields
Elements of curriculum
The curriculum has four elements that are in
constant interaction (see the next slide)
1. Curriculum Aims, Objectives, Competencies
2. Curriculum Content/key learning areas
3. Curriculum Experiential methods
4. Curriculum Evaluation
Visit http://www.tie.go.tz download any curriculum
prepared by Tanzania Institute of Education and identify
its components.
Purpose
• Goals
• Objectives
• Competencies

Methods Content
• Learning • Subject to
experiences be studied

Evaluation
• Performance
measurements
In summary, the components of a curriculum are
distinct but interrelated to each other. These
four components should be always present in
a curriculum. I could say that these are
essential ingredients to have an effective
curriculum.
Typology of curriculum representations
Visions or basic Philosophy
Intended Ideal underlying curriculum

Intentions as specified in curriculum


Formal/ written documents
Curriculum as interpreted by its
Implemented Perceived users, e.g. teachers

Actual process of Teaching and


Operational Learning (Curriculum –in-action)

Learning experiences as perceived by


Attained Experiential learners (students developed
competencies)

Resulting learning outcomes of


Learned learners (what students learn)
Reflective activity

Outline differences between


school curriculum and the
syllabus.

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