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Chapter 12
Curriculum Development
1. INTRODUCTION
Cur r i cul um may be equated wi th the gr ound whi ch i s cov er ed by
the student and teacher together to r each educati onal goal s.
Popul ar l y , i t i s known as the sy l l abus or the cour se of the
taught i n a school , col l ege or uni v er si ty . It i s the total i ty of the
l ear ni ng ex per i ences a student gets dur i ng an educati onal
pr ogr amme or i n other wor ds i t i ncl udes al l the teachi ng- l ear ni ng
acti v i ti es pl anned by a teachi ng i nsti tuti on to achi ev e desi r ed
goal s of an educati onal pr ogr amme.
2. MEANING AND DEFINITION
Cur r i cul um wor d i s der i v ed f r om the Lati n l anguage whi ch means a
cour se of deeds and ex per i ences thr ough whi ch chi l dr en gr ow to
become matur e adul ts. Oliva (1997) has ex pl ai ned the meani ng of
cur r i cul um as the f ol l owi ng:
It i s a cour se of study or a set of subjects or set of
per f or mance objecti v es or a pr ogr am of studi es.
It i s ev er y thi ng that goes on wi thi n the school , i ncl udi ng
ex tr a-cl ass acti v i ti es, gui dance, and i nter per sonal
r el ati onshi ps.
It i s ev er y thi ng that i s pl anned by the school per sonnel .
It i s a ser i es of ex per i ences under gone by l ear ner s i n a
school .
Cunningrow def i ned cur r i cul um as a tool i n the hands of the
ar ti st (teacher s) to moul d hi s mater i al (the pupi l ) i n accor dance
wi th hi s i deal s (ai ms and objecti v es) i n hi s studi o (school ).
Grundy (1987 ) def i ned cur r i cul um as a pr ogr amme of acti v i ti es
car r i ed out by the teacher s and pupi l s so that pupi l s wi l l attai n
cer tai n educati onal and other school i ng ends or objecti v es.
Stenhouse (1975) mai ntai ned that cur r i cul um i s an attempt to
communi cate the essenti al pr i nci pl es and f eatur es of an
educati onal pr oposal i n such a f or m that i t i s open to cr i ti cal
scr uti ny and capabl e of ef f ecti v e tr ansl ati on i nto pr acti ce.
Kerr (1968) ar gued that cur r i cul um has al l the l ear ni ng
acti v i ti es whi ch ar e pl anned and gui ded by the school , whether
they ar e car r i ed out i n gr oups or i ndi v i dual l y , i nsi de or outsi de the
school .
Jeffs and Smith (1999) ar gued that the cur r i cul um i s the centr al
di v i di ng l i ne between f or mal and i nf or mal educati on. Cur r i cul um
onl y makes sense when consi der ed al ongsi de noti ons l i ke cl ass,
teacher , cour se, l esson and so on. It i s not a concept that stands on i ts
own.
Cur r i cul um i s a sy stemati cal l y ar r anged pl an of l ear ni ng
ex per i ences, teachi ng str ategi es, ev al uati on or ex ami nati on
cr i ter i a and other ex tr acur r i cul ar acti v i ti es dev el oped by a
school f or a def i ned gr oup of students to attai n the ai ms of a
par ti cul ar educati onal pr ogr amme.
In many educati onal ci r cl es cur r i cul um i s sti l l equated wi th a
sy l l abus. Cur zon (1985) and Bl enki n (1992) ar gued that an appr oach
to cur r i cul um theor y and pr acti ce whi ch f ocuses on sy l l abus i s
onl y r eal l y concer ned wi th content. Ther ef or e, cur r i cul um i s a
body of knowl edge-content and/or subjects. Educati on i n thi s
per specti v e i s the pr ocess by whi ch these ar e tr ansmi tted or
del i v er ed to students by the most ef f ecti v e methods that can be
dev i sed (Bl enki n et al 1992).
3. PURPOSES OF CURRICULUM
Cur r i cul um i s an essenti al tool i n the hands of educator s to gui de a
cour se of study that ser v es some di sti nct pur poses whi ch ar e as
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