In education, the curriculum of ( ; plural: curricula or curriculum ) is broadly defined as the totality of student experiences that occur in the educational process. This term often refers specifically to the sequence of planned instructions, or to students' experience views in terms of instructor or instructional instructional goals. In a Reys 2003 study, Reys, Lapan, Holliday and Wasman referred to the curriculum as a set of learning objectives articulated throughout the class that outlines the desired mathematical content and process objectives at certain points in time across the K-12 school program. The curriculum can combine the student's planned interaction with learning content, materials, resources, and processes to evaluate the attainment of educational goals. The curriculum is divided into categories, which are explicit, implicit (including hidden ones), excluded and extra-curricular.
The curriculum can be standardized strictly, or may include a high-level instructor or student autonomy. Many countries have a national curriculum in primary and secondary education, such as the UK National Curriculum.
The UNESCO International Education Bureau has a major mission to study the curriculum and its implementation worldwide.
Video Curriculum
Etymology
The word "curriculum" begins as a Latin word meaning "race" or "the course of a race" (which in turn comes from the verb currere meaning "run/continue"). The first known use in the educational context is at the Professio Regia , a work by the Paris University professor Peter Ramus was published posthumously in 1576. The term then appeared in the Leiden University record in 1582. The word origin appear closely related to the Calvinist desire to bring greater order to education.
In the seventeenth century, the University of Glasgow also referred to the "course" of its studies as a "curriculum", resulting in the use of the first known term in English in 1633. In the nineteenth century, European universities routinely referred to their curriculum to Explain both complete courses (such as for a degree in surgery) and certain courses and their content.
Maps Curriculum
Definition and interpretation
There is generally no accepted definition of the curriculum. Some influential definitions incorporate various elements to describe the curriculum as follows:
- Kerr defines the curriculum as, "All learning is planned and guided by the school, whether it is done in groups or individually, inside or outside school."
- Braslavsky states that the curriculum is an agreement between communities, education professionals, and the State on what students should do during certain periods of their lives. Further, the curriculum defines "why, what, when, where, how, and with whom to learn."
- Describe the skills, appearance, attitudes, and values ​​students are expected to learn from school. These include descriptions of desired student outcomes, material descriptions, and planned sequences that will be used to help students achieve results.
- The total learning experience provided by the school. This includes course content (syllabus), methods used (strategy), and other aspects, such as norms and values, relating to the way schools are organized.
- A collection of courses provided in the learning environment. Courses are arranged in order to make learning the subject easier. At school, the curriculum includes several classes.
- The curriculum may refer to all programs provided by classrooms, schools, districts, states, or countries. The classroom is assigned a part of the curriculum as defined by the school.
- By reading Smith, Dewey, and Kelly, the four curricula can be defined as:
- The explicit curriculum: the subjects to be taught, the identified school "mission", and the knowledge and skills the school expects to get from successful students.
- The implicit curriculum: the lessons that emerge from the school culture and the behaviors, attitudes, and expectations that characterize the culture, the undesirable curriculum.
- Hidden Curriculum: things students learn, 'because the way schools work is planned and organized but not necessarily included in planning or even in the awareness of those responsible for school governance (Kelly, 2009). The term itself is associated with Philip W. Jackson and is not always meant to be negative. The hidden curriculum, if its potential is realized, can benefit students and learners in all educational systems. Also, it covers not only the physical environment of the school, but relationships are formed or not formed between students and other students or even students and teachers (Jackson, 1986).
- Excluded curriculum: topics or perspectives that are specifically excluded from the curriculum.
- Extracurricular: Can include school-sponsored programs, intended to complement the academic aspects of school experience, or community-based programs and activities. Examples of school-sponsored extracurricular programs include sports, academic clubs, and performing arts. Community-based programs and activities can take place in school (after hours) but not directly connected to school. Community-based programs often extend the curriculum introduced in the classroom. For example, students can be introduced for environmental preservation in the classroom. This knowledge is further developed through community-based programs. The participants then act on what they know about the conservation project. Community-based extracurricular activities may include "neighborhood clubs, 4-H, boy/girl scouts, and religious groups" (Hancock, Dyk, & Jones, 2012).
The curriculum can be ordered into the procedure:
- Step 1: Diagnose needs.
- Step 2: Formulation of goals.
- Step 3: Content selection.
- Step 4: Content organization.
- Step 5: Selection of the learning experience.
- Step 6: Organization learning experience.
- Step 7: Determining what to evaluate and on how and how to do it.
Under some definitions, the curriculum is prescriptive, and is based on a more general syllabus that only determines what topics should be understood and to what extent to achieve a certain value or standard. The word syllabus comes from Greek. The Greek meaning of the word basically means "a brief statement or table of discourse heads, the contents of the treatise, the subject of a series of lectures.
The 'curriculum' has many definitions, which can be a bit confusing. In a broad sense a curriculum can refer to all programs offered in school, explicitly. The intended curriculum, which students learn through school culture, is implied. A specially excluded curriculum, such as racism. Plus, extra-curricular activities like sports, and clubs. This is especially true for schools at the university level, where curriculum diversity may be an interesting point for prospective students.
The curriculum may also refer to specified and determined courses, which students must meet to graduate a certain level of education. For example, an elementary school might discuss how its curriculum, or all its lessons and lessons, are designed to improve the value of a national exam or help students learn the basics. An individual teacher may also refer to the curriculum, which means all subjects will be taught during a school year.
On the other hand, secondary school may refer to the curriculum as the necessary course to receive a person's diploma. They may also refer to the curriculum in exactly the same way as elementary school, and use a curriculum that means both individual courses must pass, and an overall course offer, which helps prepare students for life after high school.
The curriculum can be imagined from a different point of view. What the community thinks is important teaching and learning is the "intended" curriculum. Since it is usually presented in official documents, it can also be called "written" and/or "official" curriculum. However, at the class level, the intended curriculum can be changed through complex classroom interactions, and what is actually conveyed can be considered as "implemented" curriculum. What the learner actually learns (ie what can be judged and can be demonstrated as a result of learners/competencies of learners) is an "accomplished" or "learned" curriculum. In addition, curriculum theory refers to the "hidden" curriculum (ie the unintentional development of the personal values ​​and beliefs of learners, teachers and society, the unexpected impact of the curriculum, the unexpected aspects of the learning process). Those who develop the intended curriculum must have all the different dimensions of the curriculum being viewed. While the "written" curriculum does not drain the meaning of the curriculum, it is important because it represents the vision of society. The "written" curriculum is usually presented in a comprehensive and easy-to-use document, such as a curriculum framework; subject of the curriculum/syllabus, and in relevant and helpful learning materials, such as textbooks; teacher guides; assessment guide.
In some cases, people see the curriculum entirely in terms of the subjects taught, and as specified in the textbook set, and forget the broader goals of personal competence and development. This is why the curriculum framework is important. It sets the subject in this broader context, and shows how the learning experience in the subject needs to contribute to the achievement of broader goals.
There are many common misconceptions about what curriculum and one of the most common is that the curriculum requires only a syllabus. Smith (1996,2000) says that, "A syllabus will not generally indicate the relative importance of the topic or sequence in which they will be studied, where people still equate the syllabus with their syllabus tend to restrict their planning to content considerations or content of the knowledge they wish to transmit ". Regardless of the definition of the curriculum, there is one thing for sure. The quality of educational experience will always depend on the majority of teachers responsible for it (Kelly, 2009).
The curriculum is almost always defined by its relationship with the school. According to some, it is the main division between formal and informal education. However, in some circumstances it can also be applied to informal education or free choice learning arrangements. For example, a science museum may have a "curriculum" of what topics or exhibits they want to cover. Many after-school programs in the US are trying to apply the concept; this usually has more success when not rigidly attached to the definition of the curriculum as a product or as part of the knowledge to be transferred. In contrast, informal education and free-choice instructional arrangements are more suitable for curriculum models as practice or praxis.
Historical conception
In the early years of the twentieth century, the traditional concepts held by the curriculum were that it was a collection of subjects or subjects prepared by teachers to be learned by the students. It is synonymous with "course" and "syllabus".
In The Curriculum, the first book published on the subject, in 1918, John Franklin Bobbitt said that the curriculum, as an idea, is rooted in the Latin for the course contest, explains the curriculum as a way of deed and experience through which children become adults they should, to succeed in an adult society. Furthermore, the curriculum encompasses the entire scope of formative action and experiences that occur within and outside the school, and not just the experiences that occur in schools; unplanned and unfocused experiences, and experiences deliberately directed towards the formation of adult members of the aiming community. (see picture on right.)
For Bobbitt, the curriculum is a social engineering arena. In accordance with its cultural presuppositions and social definitions, its curricular formulations have two important features: (i) that scientists will qualify and be justified in designing curricula based on their expert knowledge of what qualities are desired in adult members of society, and whose experience will produce quality words; and (ii) the curriculum defined as the student's experience must be adult he/she should become .
Therefore, he defines the curriculum as an ideal, not as a concrete reality of the deeds and experiences that make up who and what people become.
The contemporary view of the curriculum rejects these features of Bobbitt postulate, but maintains the foundation of the curriculum as the course of experience that shapes human beings into human beings. Personal formation through the curriculum is studied both at the personal and group level, ie culture and society (eg professional formation, academic disciplines through historical experience). Group formation is reciprocal, with the formation of each participant.
Although formally appearing in Bobbitt's definition, the curriculum as a formative experience course also includes the work of John Dewey (who disagrees with Bobbitt on important matters). Although Bobbitt and Dewey's idealistic understanding of "curriculum" differs from the use of the word currently restricted, curriculum writers and researchers generally share it as a common and substantive understanding of the curriculum. Development does not just mean getting something out of the mind. This is a truly desirable experience and experience development.
Robert M. Hutchins, president of the University of Chicago, considers the curriculum as a "permanent study" in which the rules of grammar, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize 3 Rs and college education should be based on liberal education. On the other hand, Arthur Bestor as an essentialist, believes that the mission of the school should be an intellectual training, so the curriculum should focus on the basic intellectual discipline of grammar, literature and writing. It should also include math, science, history and foreign languages.
This definition leads us to Joseph Schwab's view that discipline is the only source of the curriculum. Thus in our educational system, the curriculum is divided into pieces of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Sciences and others. In college, discipline may include humanities, science, languages, and more. The curriculum must be fully composed of knowledge derived from various disciplines. To learn the lesson is more interesting than scolding, attended by general ridicule, staying after school, receiving low grades, or failing to be promoted.
Thus, the curriculum can be viewed as a field of study. It consists of its foundations (philosophical, historical, psychological, and social grounds); domain knowledge and the theory and principles of his research. The curriculum is taken as scientific and theoretical. It deals with broad historical, philosophical and social and academic issues. Under the initial definition offered by John Kerr and taken by Vic Kelly in his standard work on the curriculum, the curriculum is "all learning planned and guided by the school, whether it is done in groups or individually, inside or outside school.
Four ways to approach curriculum theory and practice:
- The curriculum as a collection of knowledge to be transmitted.
- The curriculum is an effort to achieve a specific goal in the student - the product.
- The curriculum as a process.
- The curriculum as a praxis.
In recent years the field of education, and therefore the curriculum, has grown beyond the classroom walls and into other settings such as museums. In the curriculum this arrangement is a broader topic, including various teachers such as other visitors, inanimate objects such as audio tour devices, and even the learner itself. Like traditional curriculum ideas, curricula in free choice learning environments can consist of explicitly stated curricula and hidden curricula, both of which contribute to the experience and lessons learned from experience. These elements are further compounded by the cultural setting, influences, and state of mind of the learner. Museums and other similar arrangements are most commonly utilized in traditional classroom settings as a refinement of the curriculum as educators develop a curriculum that includes visits to museums, zoos and aquariums.
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On the other hand, for a progressive, the list of school subjects, syllabus, courses, and lists of special disciplinary courses does not make the curriculum. This can only be called a curriculum if the written material is actualized by the learner. Broadly speaking, the curriculum is defined as the total individual learning experience. This definition is based on the definition of experience and education of John Dewey. He believes that reflective thinking is a tool that unites curricular elements. The mind does not come from action but is tested by the application.
Caswell and Campbell view the curriculum as "all the experience children have under the guidance of teachers." This definition is shared by Smith, Stanley and the coast as they define "curriculum as a sequence of potential experiences established in schools for the purpose of disciplining children and adolescents in group thinking and action."
The curriculum as a process is when a teacher enters a school and a particular situation with: the ability to think critically, in action; understanding of their role and the expectations of others towards them; and proposals for actions that establish the principles and essential features of the educational meeting. Guided by this, they encourage conversation between, and with, people in situations beyond which may come from the way of thinking and acting. Plus, teachers continually evaluate the process and what they can see from the results.
Marsh and Willis on the other side see the curriculum as all "classroom experiences planned and enacted by teachers, and also studied by students.
Each curriculum definition, if it is to be effective and productive, should offer more than a statement about the content of knowledge or only subjects taught to teach or send or deliver. Some would argue that the values ​​implicit in the arrangements made by schools for their students are quite clear in teacher and planner consciousness, again especially when planners are politicians, and equally clearly accepted by them as part of what which students must study in school, even though they are not publicly acknowledged by the students themselves. In other words, those who designed the curriculum deliberately planned the school's 'expressive culture'. If this is the case, then, the curriculum is 'hidden' only to or from the pupil, and the values ​​must be clearly learned from the part of what is planned for the student. Therefore, they must be fully accepted as part of the curriculum, and especially as an important focus for the kind of curriculum study we are concerned about here, at least because important questions have to be asked about the validity of such practices.
Currently, the spiral curriculum is promoted because it allows students to re-visit the content of the subject matter at various stages of development of the subject matter being studied. The constructivist approach proposes that children learn best through proactive engagement with the educational environment, ie learning through discovery.
Primary and secondary education
The curriculum may be partly or wholly determined by an authoritative external body (eg, the National Curriculum for English in English schools).
Important for the curriculum is the definition of a course objective that is usually expressed as a learning outcome and usually includes a program assessment strategy. These results and ratings are grouped as units (or modules), and therefore, the curriculum consists of a collection of such units, each of which, in turn, consists of a special, specialized part of the curriculum. Thus, the typical curriculum includes communication, numeracy, information technology, and social skills units, with specific specific teaching of each.
The core curriculum is often institutionalized, at the primary and secondary levels, by school boards, the Ministry of Education, or other administrative institutions assigned to oversee education. The core curriculum is a curriculum, or course of study, which is considered central and is usually made compulsory for all students of a school or school system. However, even when core requirements exist, they do not necessarily involve requirements for students to engage in a particular class or activity. For example, schools may require music appreciation classes, but students may opt out if they take music class performances, such as orchestras, bands, choirs, etc.
Australia
In Australia, the Australian Curriculum applies nationally in 2014, following the curriculum development process that began in 2010. Prior to that, each state's Ministry of Education has traditionally set the curriculum. The Australian curriculum consists of a curriculum covering eight subject areas up to year 10, and the other covers fifteen subjects for secondary secondary schools.
Canada
In Canada every province and region has the authority to create its own curriculum. However, the Northwest Territories and Nunavut both chose to use the Alberta Curriculum to select a part of their curriculum. This region also uses standard Alberta tests in some subjects.
South Africa
In South Africa the Caps curriculum is used in public schools. Private schools using IEB, Cambridge, etc.
South Korea
The National Curriculum of Korea includes kindergarten, primary and secondary education, as well as special education. The current version is the 7th National Curriculum, which was revised in 2007 and 2009. The curriculum provides a framework for a range of general subjects up to grade 9, and elective subjects in grades 10 through grade 12.
Japanese
The Japanese education system is based on the traditional values ​​of their heritage with curriculum ideas borrowed from Britain, Germany, France and the United States. The world-renowned Japanese curriculum. Their math and science standards are among the most demanding in developed countries. Students in Japan are expected to know more about the history, economy, and geography of other countries apart from their own country. Japanese students can not miss the score and are not arrested. They are expected to master the curriculum at every level. Due to their meritocratic nature, all students are funded fairly and follow exactly the same curriculum with the same expectations. Students who are in the class are expected to help those who do not. In addition to academics, students are expected to clean up classrooms and alleys to teach respect and responsibility.
Netherlands
The Dutch system is based on directives from the Ministry of Education, Culture and Science (OCW). Primary and secondary education uses the main objective to create a curriculum. For primary education, the total number of destinations has been reduced from 122 (back in 1993) to 58 in 2006. Beginning in 2009/2010 all major goals are compulsory for basic education. The main objectives are subject-oriented subjects such as language, mathematics/arithmetic, self-orientation and the world, art, and physical education. All goals have accompanied concrete activities. Also the final exam is determined by OCW and required. Part of the exam is taken in a national setting, made by the committee: Centrale examencommissie vaststelling opgaven. Furthermore, OCW will determine the number of hours to be spent per subject. Regardless of this direction each school can determine its own curriculum.
Nigeria
In 2005, the Nigerian government adopted the National Basic Education Curriculum for grades 1 through 9. This policy was the result of the Universal Basic Education program announced in 1999, to provide free, compulsory, and sustainable public education for these years. In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10.
Swedish
In Sweden since 2011, the primary school curriculum is Lgr 11, while high school uses Lgy 11.
Scotland
In Scotland, Curriculum for Excellence (CfE) was introduced in August 2010 in all schools. National qualification was introduced in 2013 by the Scottish Qualifications Authority (SQA). National qualifications include: Life Skills Coursework (SFL), National 3 (NAT3), National 4 (NAT4), National 5 (NAT5), Higher, Advanced Higher.
United Kingdom
The National Curriculum was introduced to England, Wales and Northern Ireland as a national curriculum for elementary and secondary schools following the 1988 Educational Reform Act. However, that does not apply to independent schools, which can regulate their own curriculum, state schools of all local education authorities have a common curriculum. The Academy, while publicly funded, has a significant degree of autonomy in deviating from the National Curriculum.
The objective of the National Curriculum is to standardize the content taught in schools to enable assessment, which in turn allows the preparation of league tables detailing the assessment statistics for each school. These league tables, together with provisions for parents of some level of choice in school assignments for their child (also set in the same law) are intended to encourage 'free markets' by allowing parents to choose schools based on their size of capability to teach the National Curriculum.
United States
In the US, each state, with its own school district, sets the taught curriculum. Each state, however, builds its curriculum with the great participation of the national academic subjects selected by the United States Department of Education, e.g. National Council of Teachers of Mathematics (NCTM) nctm.org for mathematical instruction.
The Core State Core Standard Initiative announces the core curriculum for states to adopt and is optionally expanded. This coordination is intended to allow for the use of more statewide textbooks throughout the state, and to move toward a more uniform minimum level of education.
Higher education
Many educational institutions today try to balance two opposing forces. On the one hand, some believe students should have a common ground of knowledge, often in the form of a core curriculum; on the other hand, others want students to be able to pursue their own educational interests, often through initial specializations in the majors, but, other times through free choice of courses. This tension has received a considerable amount of coverage because of Harvard's reorganization of its core requirements.
Many labor economic studies report that employment and income vary by college majors and this appears to be due to the difference in the labor market value of skills taught in different majors. The department also has a different job market value even after students complete a bachelor's degree such as a bachelor's degree or business degree.
An important feature of curriculum design, visible in every college catalog and at any other school level, is the identification of the prerequisites for each course. These prerequisites can be met by taking certain courses, and in some cases by examination, or by other means, such as work experience. In general, more advanced courses in any subject require several foundations in the foundation courses, but some courses require studies in other departments, such as in the order of mathematics classes required for physics majors, or language requirements for students who prepare in literature, music, or scientific research. A more detailed curriculum design should deal with the prerequisites in the course for each topic taken. This in turn leads to organizational issues and scheduling only after the dependencies between topics are known.
Russian
The core curriculum is usually highly emphasized in Soviet and Russian universities and technical institutes.
United States
Core curriculum
At the undergraduate level, the administration of individual colleges and universities and faculties sometimes mandates the core curriculum, especially in the liberal arts. But due to the increasing specialization and depth in the student's primary field of study, the core curriculum typical in higher education mandates a much smaller proportion of the student's course work than the defined core school or elementary school curriculum.
Among the most renowned and broadest core curricula courses in America's leading universities and universities are Columbia University, as well as the University of Chicago. Both can take up to two years to complete without an advanced position, and are designed to foster important skills in various academic disciplines, including: social sciences, humanities, physical and biological sciences, mathematics, writing and foreign languages.
In 1999, the University of Chicago announced plans to reduce and modify core curriculum content, including reducing the number of required courses from 21 to 15 and offering broader content. When The New York Times, The Economist and other major news outlets picked up this story, the University became the focal point of the national debate on education. The National Association of Scholars released a statement that says, "It's really sad to observe the permanent abandonment of the University of Chicago that ever imposed a core curriculum of scholars, which has long stood as a benchmark of content and firmness among American academic institutions." Simultaneously, however, a set of university administrators, notably then-President Hugo Sonnenschein, argued that reducing the core curriculum had become financial and educational imperative, as universities were struggling to attract equal numbers of applicants to undergraduate divisions compared to peer schools as a result of what the pro-change faction perceived as a reaction by an "average of eighteen years" to the college's core expanse.
As the core curriculum began to dwindle during the 20th century in many American schools, some smaller institutions became famous for embracing the core curriculum that covered almost all of the undergraduate education of students, often using classical texts from the western canon to teach all subjects including science. Four Great Books colleges in the United States follow this approach: St. John's, Shimer, Thomas Aquinas, Gutenberg College, and Thomas More.
Distribution requirements
Some colleges choose the middle path of the continuum between the prescribed and unspecified curriculum using the distribution requirements system. In such a system, students are required to take courses in a particular field of learning, but are free to choose a particular course in the field.
Open curriculum
Other institutions have largely eliminated the core requirements as a whole. Brown University offered the "New Curriculum," which was implemented after a student-led reform movement in 1969, allowing students to take courses regardless of any requirement except those in their chosen concentration (majors), plus two writing courses. In this case it is of course possible for students to graduate without taking science or math courses at the college level, or simply taking science or math subjects. Amherst College requires students to take one of the list of first year seminars, but do not have the required classes or distribution requirements. Similarly, Grinnell College requires students to take First Year Tutorials in their first semester, and have no other class or distribution requirements. Others include Evergreen State College, Hamilton College, and Smith College.
Wesleyan University is another school that has not and does not require course distribution. However, Wesleyan made clear the "Hope of Public Education" in such a way that if a student does not meet this expectation, he will not be eligible for an academic award after graduation.
Gender inequalities in the curriculum
Gender inequalities in the curriculum show how men and women are not treated equally in some curriculum types. More precisely, gender inequality is seen in school curricula and Teacher Education Institutions (TEIs). Physical education (PE) is an example where gender equality issues are highlighted because of the stereotypes of preformed boys and girls. The common belief is that boys are better at physical activity than girls, and that girls are better at 'home' activities such as sewing and cooking. This is the case in many cultures around the world and is not specific to a single culture.
See also
The work cited
- Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., and Javier, Rodrigo B. (2008). Curriculum Development . Quezon City: Lorimar Publishing, Inc.
- Kelly, A.V. (2009). Curriculum: theory and practice (6th ed.). ISBN: 9781847872746.
References
External links
- World Council for Curriculum and Instructions
- The OnCourse System for Education - Curriculum Maker
- Ã, George M. Wiley (1920). "Education, Study Course". Encyclopedia Americana .
- UNESCO International Education Bureau
- Board of National Mathematics Teachers
Source of the article : Wikipedia
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