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:
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.
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.
