Episode 1: The Meaning of Curriculum: Field Study 4

MODULE FIELD STUDY 4
Episode 1: The Meaning of Curriculum
• Identify the meaning of curriculum

• Explain the meaning of curriculum
• Differentiate the meaning of curriculum
Meaning of Curriculum:
The term curriculum has been derived from a Latin word ‘Currere’ which means a
‘racecourse’ or a runway on which one runs to reach a goal. Accordingly, a curriculum is
the instructional and the educative programmed by following which the pupils achieve
their goals, ideals and aspirations of life. It is curriculum through which the general aims
of a school education receive concrete expression.
Traditional concept
The traditional curriculum was subject- centered while the modern curriculum is child and
life-centered.
Modern Concept of Curriculum:
Modern education is the combination of two dynamic processes. The one is the process
of individual development and the other is the process of socialization, which is commonly
known as adjustment with the social environment.
John Dewey - Defines curriculum as a continuous reconstruction, moving from the

learner's present experience out into that represented by the organized bodies of truth
that we call studies… the various studies… are themselves experience—they are that of
the race.
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Ross - Curriculum was conceptualized "as text, ministry document, and resources that
teachers are responsible for implementing"
Daniel Tanner - “The planned and guided learning experiences and intended learning
outcomes, formulated through the systematic reconstruction of knowledge and
experiences, under the auspices of the school, for the learners' continuous and willful
growth in personal social competence.”
Ralph Tyler - The curriculum is all of the learning of students which is planned by and
directed by the school to attain its educational goals.
Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mold his material
(pupils) according to his ideas (aims and objectives) in his studio (school)”.
Morroe - “Curriculum includes all those activities which are utilized by the school to attain
the aims of education.
Crow and Crow - The curriculum includes all the learners’ experience in or outside school
that are included in a programmed which has been devised to help him developmentally,
emotionally, socially, spiritually and morally”.
T.P. Nunn- “The curriculum should be viewed as various forms of activities that are grand
expressions of human spirit and that are of the greatest and most permanent significance
to the wide world”.
Explicit curriculum - Subjects that will be taught, the identified "mission" of the school,
and the knowledge and skills that the school expects successful students to acquire
Explicit curriculum
Implicit curriculum - Lessons that arise from the culture of the school and the behaviors,
attitudes, and expectations that characterize that culture.
Null curriculum - Topics or perspectives that are specifically excluded from the
curriculum
Extra curriculum - School-sponsored programs that are intended to supplement the

academic aspect of the school experience Extra curriculum
Scope of Curriculum
1. Goals: The benchmarks or expectations for teaching and learning often made explicit
in the form of a scope and sequence of skills to be addressed;
2. Methods: The specific instructional methods for the teacher, often described in a
teacher’s edition;
3. Materials: The media and tools that are used for teaching and learning;
4. Assessment: The reasons for and methods of measuring student progress.
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Nature of curriculum
1. the instructional programmed as indicated by the course offerings to meet the varies
requirements of a vast heterogeneous population
2. the courses of study, embodying outlines of knowledge to be taught
3. all the experiences provided under the guidance of the school
Nature of curriculum Close examination of them reveals the difficulty in deciding the basic
nature of curriculum.
1. Is it thought of as a programmed and pattern of offerings?

2. Is thought of to be a content of courses?
3. Is it thought of to be experiences through which knowledge is communicated?
Curriculum is that which makes a difference between maturity and immaturity, between
growth and stasis, between literacy and illiteracy, between sophistication (intellectual,
moral, social and emotional) and simplicity. It is the accumulated heritage of man’s
knowledge filtered through the prisms of contemporary demands and pressures. It is that
wisdom considered relevant to any age in any given location. It is that we choose from
our vast amount of heritage of wisdom to make a difference in the life of man.
Some Issues in Curriculum
• Scope relates to what should be taught or learned.

• Sequence relates to when different parts of the curriculum should be learned with
respect to the other parts of the curriculum.
• Integration relates to how different strands of a piece of curriculum relate to other
things
• Continuity relates to how previous learning and future learning relate in terms of
cumulative effects of learning.
Scope refers to the breadth of the curriculum - the content, learning experiences and
activities to be included in the curriculum. The scope can be arrived at by answering the
following questions: What do young people need in order to succeed in the society? What
are the needs of the locality, society, nation and world? What are the essentials of the
discipline?
Sequence - relates to when different parts of the curriculum should be learned with
respect to the other parts of the curriculum. There are many ways in sequencing: simple
to complex chronological easy to difficult developmental prerequisite learning close at
hand to far away whole to parts easy to difficult parts to whole known to unknown
Balance or integration the curriculum should integrate:

1. Cognitive, affective and psychomotor objectives and abilities
2. Knowledge and experience
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3. Objectives and content
4. Child’s activity and needs with the society needs and activity. It should be related to
the social environment of the students
Social Change
A change in the lifestyle of a group, a community or a society is called social

change - Social change includes technological changes, economic changes, political
changes and changes in values. The technological changes cause change in the style of
living and therefore influences the curriculum accordingly. Economic changes demand
changes in curriculum by bringing about change in occupational structure. Political
changes have an impact on curricula. The policies of the government decide the core
features of a curriculum.
Values System
Values play a crucial part in the formulation and implementation of educational ideologies.
Generally, two kinds of values enter into curriculum making. They are:
• Ultimate values that determine the aims and purposes of education

• Instrumental values that are related to the means of education.
The ultimate values and instrumental values of a society decides the type of curriculum
appropriate for it.
REFERENCES
To know more about the Meaning of Curriculum click the link below:
Curriculum its meaning, nature and scope (slideshare.net)
(65) CURRICULUM:Concepts,Nature and Purposes - YouTube
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MODULE FIELD STUDY 4

Episode 1: The Meaning of Curriculum

• Identify the meaning of curriculum

Modern Concept of Curriculum:

John Dewey - Defines curriculum as a continuous reconstruction, moving from the

Extra curriculum - School-sponsored programs that are intended to supplement the

1. Is it thought of as a programmed and pattern of offerings?

Some Issues in Curriculum

• Scope relates to what should be taught or learned.

Balance or integration the curriculum should integrate:

A change in the lifestyle of a group, a community or a society is called social

• Ultimate values that determine the aims and purposes of education

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