Curriculum

Curriculum
Meaning
Etymologically, the term curriculum is derived from the Latin word “currere” which means “to run” or "to proceed". Thus curriculum means a course which one runs to reach a goal or destination.
Curriculum is broadly defined as the totality of student experiences that occur in the educational process.  The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals.
Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.

Definition
There is no generally agreed upon definition of curriculum.
Cunningham defines curriculum as:  “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideals (aims and objectives) in his studio (school)”.

Kerr defines curriculum as "all the learning which is planned and guided by the school, whether it is carried on in groups or individuals, inside or outside of school.

Braslavsky states that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn."

How to approach curriculum
There are four ways of approaching curriculum theory and practice:

• Curriculum as a body of knowledge to be transmitted.
• Curriculum as an attempt to help students achieve a goal.
• Curriculum as a process.
• Curriculum as praxis.

Principles of curriculum
1. Principle of Child Centeredness.
 Modern education is child centred and the curriculum should also be child centred. It should be based on the child’s needs, interests, abilities, aptitude, age level and circumstances. The child should be central figure in any scheme of curriculum construction.
2. Principle of Community Centredness.
 the child’s development and growth is the main consideration of curriculum construction, yet his social behaviour, (both the individual development and the social development) of the child deserve equal attention. He is to live in and for the society.
Therefore, his needs and desires must be in conformity with the needs and desires of the society in which he is to live. The values, attitudes and skills that are prevailing in the community must be reflected in the curriculum.
3. Principle of Activity Centredness.
The curriculum should centre round the multifarious activities of pupils. It should provide well selected activities according to the general interests and developmental stages of children. It should provide constructive, creative and project activities.
4. Principle of Variety.
The curriculum should be broad based so as to accommodate the needs of varied categories of pupils, so that they are able to take up subjects and participate in activities according their capacities and interests.
5. Principle of Co-ordination and Integration.
Of course, the pupils are to be provided with selected experiences through various subjects and activities but these must be well integrated. Various subjects and activities have to serve the same ultimate purpose.
6. Principles of Conservation.
One of the main functions of education is to preserve and transmit our cultural heritage. This is essential for human progress. Culture consists of traditions, customs, attitudes, skills, conduct, values and knowledge.
7. Principle of Creativity.
 conservation of culture helps to sustain the society. The culture should not be simply transmitted but also enriched. There should be provision in the curriculum to develop he creative powers of the child so that he becomes a contributory member society.
8. Principle of Forward Looking.
Education is to enable the child to lead a successful social life. So the curriculum should not cater to the present needs of the child alone. The needs of his future life should also be considered. The curriculum should also include knowledge, skills, experiences, influences etc. which will develop in the child abilities and power to make effective adjustments in the later life.
9. Principle of Flexibility.
In our age, rapid developments are taking place in various fields. Consequently the needs of society are hanging. The content of curriculum cannot be same for all times to come. It should not be static. It must be dynamic.
10. Principle of Balance.
The curriculum must maintain a balance between subjects and activities, between direct and indirect experiences, between academic and vocational education, between compulsory and optional subjects, between formal and informal education, between individual and social aims of education etc.
11. Principle of Utility.
 should be useful rather than ornamental.  The curriculum must have practical utility for students. So there should be some provision for technical and vocational education in the curriculum.
12. Principle of Correlation.
Various subjects in the curriculum should be properly coordinated and every subject must have some relation with other subjects which should be felt by teachers and pupils.
13. Principle of Values.
In the emerging society, a number of desirable values are to be inculcated in our children. So modern curriculum should provide for inculcating values of social, moral, spiritual, democratic and aesthetic.
14. Principle of Totality.
The Secondary Education commission has experiences that are given to the pupil through the different activities in the classroom and available in the library, laboratory, workshop, play ground and informal contacts between teachers In this way the entire life of the school becomes the curriculum that can touch the life of the students at all points.
15. Principle of maturity.
The curriculum should be suitable to the mental and physical maturity of the learners.
16. Principle of motivation
the curriculum should motivate the learners to participate in learning processes.
 17. Principle of repetition and exercise.
18. Principle of group dynamics and self learning.
19. Principle of preparation for life.
20. Principle of practicability.

reviwe of related literature

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Review of Related Literature

Meaning

            Literature review is a comprehensive summary of  previous research on a topic.  The literature review surveys scholarly articles, books, dissertations, conference proceedings and other resources which are relevant to a particular issue, area of research, or theory and provides context for a dissertation by identifying past research.

            It should give a theoretical base for the research and helps to determine the nature of the research.  It involves the systematic identification, location and analysis of documents containing information related to the research problem.  The term is also used to describe the written component of a research plan or report that discusses the reviewed documents.

Fig No.1 Literature Review

            A literature review is usually written as a part of postgraduate thesis proposal or at the beginning of a dissertation.  It gives an overview of the area of study: what has already been said on the topic:  who the key writers are, what the prevailing theories are and hypotheses are; what questions are being asked; and what methodologies are appropriate and useful.

Definition

            "The review of the literature provides the background and context for the research problem. It should establish the need for the research and indicate that the writer is knowledgeable about the area." (Wiersma, 1995)

            It shares with the reader the results of other studies that are closely related to the study being reported.  (Fraenkel & Wallen, 1990)

"The selection of available documents and the effective evaluation of these documents in relation to the research being proposed.” (Hart, 2003)

                          

Fig no.2 Review of Related Literature

Purpose

·         To gain an understanding of the existing research and debates relevant to a particular problem.

·         Prevents you from unintentionally duplicating another person's research.

·         It provides the conceptual or theoretical framework of the planned research.

·         It helps the investigator understand his topic or research better.

·         Helps to discover the research methods applicable to your work.

·         It gives the researcher a feeling of confidence.

·         It provides information, findings and conclusions of past investigations.

·         See what has and has not been investigated.

·         Identify new ways to interpret and shed light on any gaps in previous research.

·         Identify data sources other researchers have used.

·         Identify potential relationship between concepts and to identify searchable hypothesis.

·         It helps to who develop research investigation tools and to improve research methodologies.

Characteristics

«  The surveyed material must be as recent as possible.

Figure no:3 Literature Review

«  Materials reviewed must be objective and unbiased.

«  Materials surveyed must be relevant to the study.

«  Surveyed material must have been based upon genuinely original and true facts or data to make them valid and reliable.

«  Reviewed material must not be few or too many.

«  It should have a clear logical structure.

Table 1

Advantages and Disadvantages of   RRL

Advantages			Disadvantages
Literature reviews encourages deep learning and provide an efficient way to assess students on their knowledge.			Sometimes, students may not have access to certain information.
Literature reviews assess different cognitive levels.			Students may spend unnecessary time and resources on searching for the review.
Literature reviews give a conceptual framework for research or project planning, which gives the students a clear idea of what has already been done in the field.  This helps them to build up new research topics on the basis of existing literature.				It is time consuming for the Teachers to correct and provide feedback.
With proper supervision and practices from graduate attributes such as project management it and lifelong learning can be learnt and assessed.				Literature reviews require good supervision from teachers particularly for students who are inexperienced in this type of assessment.
Time and cost efficient to look for resources.
Enhances analytical skills through identifying differences in previous work and their work.

References

·         https://images.app.goo.gl/2GrtcJnZjTQx7Ufb6

·         https://www.slideshare.net/JhengReyes/chapter-iii-thesis-ni-gara

·         https://images.app.goo.gl/kJWp1eoUScVoGHnaA

·         (“Literature review,” 2019)

·         (“How to Write a Literature Review | A Step-by-Step Guide,” n.d.)

·         (“Introduction to literature reviews—Research & Learning Online,” n.d.)

 

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Name                                   : Fathima. K. M

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