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Curriculum Development Thematic

The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum is viewed as a field of study consisting of knowledge from academic disciplines. Progressively, curriculum is defined more broadly as all experiences planned by teachers and learned by students, both inside and outside of the classroom. Overall, the document establishes that curriculum encompasses all the planned learning experiences and interactions that occur under a teacher's guidance for students.

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115 views

Curriculum Development Thematic

The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum is viewed as a field of study consisting of knowledge from academic disciplines. Progressively, curriculum is defined more broadly as all experiences planned by teachers and learned by students, both inside and outside of the classroom. Overall, the document establishes that curriculum encompasses all the planned learning experiences and interactions that occur under a teacher's guidance for students.

Uploaded by

Khimberly Supleo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Curriculum

Development:
Definition, Nature,
and Scope
 The word originates from the Latin word currere
referring to the oval track upon which Roman
Chariots raced.

 The new International Dictionary defines curriculum


as the whole body of a course in an educational
institution or by a department.

 The Oxford English Dictionary defines curriculum as


courses taught in schools or universities.
Some Definitions of
Curriculum
Daniel Tanner, 1980
A planned and guided set of learning experiences
and intended knowledge and experiences under the
auspices of the school, for the learners’ continuous
and wilful growth in personal social competence.

Pratt, 1980
A written document that systematically describes
goals, planned, objectives, content, learning
activities, evaluation procedures and so forth.
Schubert, 1987
The contents of a subject, concepts and tasks to be
acquired, planned activities, the desired learning
outcomes and experiences, product of culture and an
agenda to reform society make up a curriculum.

Hass, 1987
A curriculum includes “all of the experiences that
individual learners have in a program of education
whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of a
framework of theory and research or past and present
professional practice.
Grundy, 1987
As a programme of activities (by teachers and
pupils) designed so that pupils will attain so far
as possible certain educational and other
schooling ends or objectives.

Goodland and Su, 1992


A plan that consists of learning opportunities
for a specific time frame and place, a tool that
aims to bring about behaviour changes in
students as a result of planned activities and
Curriculum from Traditional
Points of View
Robert M. Hutchins
-views curriculum as “permanent studies” where rules of
grammar reading, rhetoric, logic and mathematics for basic
education are emphasized. The 3Rs (Reading, Writing,
‘rithmetic) should be emphasized in basic education while
liberal education should be the emphasis in college.

Arthur Bestor
-as an essentialist believes that the mission of the school
should be intellectual training hence curriculum should focus
on the fundamental intellectual discipline of grammar,
literature and writing. It should include mathematics, science,
history and foreign language.
Joseph Schwab
-thinks that the sole source of curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social Studies,
English and many more. In college, discipline are labelled as
humanities, science languages, mathematics among others. He
coined the word discipline as a ruling doctrine for curriculum
development.

Philip Phenix
-asserts that curriculum should consists entirely of knowledge
which comes from various disciplines.
Collectively from the traditional view of the
theorists like Hutchins, Schwab, Bestor and Phenix:
• Curriculum can be defined as a field of study.
• Highly academic and concerned with broad
historical, philosophical, psychological and social
issues.
• From a traditional view, curriculum is mostly written
documents such as syllabus, course o study, books
and references.
• Knowledge is found but is used as means to
accomplish intended goals.
Curriculum from Progressive
Points of View
John Dewey
-believes that education is experiencing.
Reflective thinking is a means that unifies
curricular elements that is tested by
application.

Holin Caswell and Kenn Campbell


-viewed curriculum as all experiences
children have under the guidance of teachers.
Othaniel Smith, William Stanley and Harlan Shore
-likewise defined curriculum as a sequence of
potential experiences, set up in schools for the
purpose of disciplining children and youth in group
ways of thinking and acting.

Colin Marsh and George Wills


-also viewed curriculum as all the experiences in
the classroom which are planned and enacted by the
teacher and also learned by the students.
CURRICULUM is ...
 What is taught in school
A set of subjects
A content
A program of studies
A set of materials
A sequence of courses
A set of performance objectives
 Everything that goes within the school.
Curriculum is what is taught inside and
outside of school directed by the teacher,
everything planned by school, a series of
experiences undergone by learners in
school or what individual learner
experiences as a result of school. In short,
Curriculum is the total learning
experiences of the learner, under the
guidance of the teacher.

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