UNIT -1 CURRICULUM DEVELOPMENT
1.
Meaning –Definition-foundation
2.
Curriculum Planning-Phases
3.
Curriculum and Syllabus
4.
Principles of Curriculum Development
1.1.
CURRICULUM :MEANING –DEFINITION-FOUNDATION
Curriculum
is the crux of the whole educational process.
Derived
from Latin word ‘currere’ which means ‘run’ and curriculum signifies ‘a runaway
or a course which one runs to reach a goal ’
DEFINITIONS
Carter.
V. Good : “Curriculum is a
general overall plan of the content or specific materials of instruction that
the school offer the student, by way of qualifying him for graduation or
certification for entrance into professional or vocational field.”
Cunningham : “Curriculum is a tool in the hands
of the artist (the teacher), to mould his materials (the pupils), according to
his ideals (the objectives) in his studio (the school). The material is highly
self_active and responds consciously.”
H.H.Horne :
“Curriculum is representative of the motor as well as the sensory
elements in the nervous system of the side of society, it is representative of
what the race has done in its contact with its world.”
FOUNDATIONS
OF CURRICULUM
Foundations
are the forces that influence the minds of curriculum developers. In this way
they affect the content and structure of the curriculum. The curriculum
reflects the society and culture of a country and this is the desire of a
society that their children should learn the habits, ideas, attitudes and
skills of the adult society and culture and educational institutional are the
proper way to impart these skill. This duty of teacher and school to discipline
the young of the society and provide them the set of experiences in the form of
curriculum. The needs, knowledge and information of the society provide
foundation in the formation of curriculum.
I.
Philosophical/
ideological foundation
It
is concerned with beliefs.
What is real --- ONTOLOGY
What is true --- EPISTEMOLOGY
What is good – AXIOLOGY
Philosophy
means the love of wisdom, it search for truth, not simple truth, It search for
eternal truth, reality and general principles of life. Curriculum help in the
practical use of knowledge in real life situations and understanding realities
and ideas of life and this world that why curriculum is called the dynamic side
of philosophy. Curriculum is used for the modification of the
behavior of the students and philosophy help in the process of finding new ways
and basis for teachers and curriculum planner to modify their behavior.
Philosophy
also helps in the exploring new methods of teaching and how to apply in the
classroom situation for better achievement of the teaching learning process. It
also provides new ways and methods for the evaluation of student’s achievement
and evaluation of curriculum.
Plato
presented a curriculum in his book “republic” at that times and it is still the
core of the curriculum of today. Knowledge is given the high role in human
life.
Philosophy
and ideology has direct effect in curriculum planning because it guides the
curriculum planner in the selection of the objectives. Learning experiences and
content of the curriculum, and how to evaluate the curriculum, learning
experiences and achievements of the students.
II.
Psychological
foundations
Psychological
foundation is based on the individual differences, every student has its own
unique personality and they have differences in their leering and skills. They
are different in nature so they can’t be treated alike in teaching learning
process, some may be fast learner while other slow. Therefore the curriculum
should be based on the above facts, and it should be design to support the capacity
and potentialities of all the students.
Psychology
play a vital role in the teaching learning process it is the foundation for all
type of educational related programmed. The methods of teaching, the selection
of content of subject and the methods and theories of learning, the overall
development of the students and to inculcate the norms of the society in the
students. Psychology helps in all the processes above in the development
process of the curriculum.
Today
psychology is the core and foundation element of all the learning processes;
curriculum development, Child mental development, teaching methods, learning
theories, administration of education system and planning, character building
of the students, attitude of students and teacher, the society, the
use of different technologies.
III.
Socio
Cultural Foundation
The
society and culture exercise massive powers on the formation curriculum and the
reason behind that it was society who created schooling to safeguard the
survival of their cultural heritage, and survival of their species.
Sociological
factors have highest impact on the content of curriculum and that is the reason
that curriculum developers and planner both reflect and transfer their own
culture in curriculum. Therefore a curriculum without the reflection of culture
is not possible for that reason one should consider what characteristic of the
culture should be the part of curriculum and what not.
The
social and cultural inspirations that affect curriculum designers consciously
and unconsciously are apparent from the curriculum and their influence is deep.
Because curriculum developers are the part of the society therefore they
indirectly effected by the society and culture. Their cultural
standards, attitudes and beliefs leave deep impact on the individuals because
the curriculum designers influence the selection of objectives, subject matter,
teaching learning methods and the process of evaluation.
on
the other hand, may be curriculum developers are well aware of society needs
and they have planned intention to incorporate all those things in the
curricula which the society need in the curriculum but the question is that the
curriculum should student centered or society. Curriculum should be a tool for
guiding the student’s potentialities in directions or to develop those
potentialities without any restrictions.
Some
Social values, changes and conditions are included into some extent in some of
the curriculum projects in the context of current social issues and problems,
such as rapid growth of population, democratic values, urbanization, and
management problems could be found in proposed program. Some vital problems and
topics are considered in relation to concepts and key ideas drawn from the
disciplines.
Educational
aims are based on the study of sociological and political condition of the
society and the main purpose of the curriculum is preservation and advancement
of the that society
IV.
Historical
Foundations
It
includes
1.
Role
of the History of curriculum in the development of curriculum
History
of the curriculum plays a very important role in the development of the nation.
It takes long and tedious time to formulate a good curriculum which represents
the need of the society and the experiences of the past. The history of the
curriculum tell the curriculum planner how to develop and modify the
curriculum, what to teach and what should be the core material of the subjects,
what objectives they want to achieve through the curriculum. History also tell
them how the teacher should teach, what are the best practices they need to
incorporate in curriculum teaching andwhat kind of teaching need to be
avoid.
The
history of the curriculum also explains the teacher psychology at different
time and how to improve their teaching styles. The history also provides a
detail about the learner behavior at different times. It also provides
information about the psychology of the students, how they learn and what they
want to learn. In times curriculum changed its shapes and patterns from teacher
center curriculum to learner center curriculum due to the long history of the
curriculum development process from Plato to modern curriculum. the history of
the curriculum also changed the teaching methods, now every researcher are
finding new ways to teach and it is also becoming the part of
curriculum an history.
Today
majority of the develop countries are those countries who have a long history
of freedom and proper education system. They achieved their successes through
education and implementation of time needed curriculum. They modified their
curriculum according to the need of time. Some of newly born countries also
achieved that status because they adopted successful model of other developed countries
and modified according to their own needs and culture.
2.
History
Guides future plans
The
history of the curriculum guides the future plans because curriculum is always
based on the future demands of the country and the lesson learned through
history, tell the curriculum developer not to repeat the mistake of the past
and develop a curriculum which is based on the future need of the society and
international demands. History is the profile of past successes and
failures.
3.
History
helps in the eliminations of useless traditions
The
history of education tells the curriculum developer what not to include in the
curriculum. What of lessons can bring no good to the curriculum and what type
of contents material are good for the teaching learning process, so history of
the curriculum eliminate all those useless traditions from the modern
curriculum and help the developer to incorporate what is needed for the
curriculum.
V.
Economical
Foundations
It
focuses on:
• Job or
market oriented curriculum
• Skill
learning
The
economical foundation of curriculum gives importance to the vocational aspect
of the curriculum. The economic condition of a nation or a society
guide the curriculum of the country, because the stakeholder of the education
wants to employ such a curriculum which help them to build their economy and
the people have better jobs when they finish their schooling. In this kind of
situations the curriculum become job or market oriented. In this curriculum the
curriculum developer gives importance to skills acquisition which is the
demands of the time. Undeveloped nations try to prepare skill work force and
send it to other countries for jobs
Here
are some economical factor which influence the curriculum development process
Economic
Factors
1.
Allocation
of funds
The financial condition of a country
reflects its curriculum because without proper funding one can’t achieve the
outcome of a good curriculum. It is the financial aspect of a country which
guide them to adopt which type of curriculum, for example activity base or
learner center curriculum need more money in the process of the implementation
of the curriculum then subject matter
curriculum.
Because
activity base and learner center curriculum need more space and money then
subject matter, for that reason in Pakistan we adopted subject base curriculum
because we have shortage of schools, classrooms in schools, trained teachers.
In economical sound countries they have implemented all kind of curriculums in
their schools according to the need of the school and that society. Without
proper funding once can’t implement a good curriculum in the country and
achieve the benefits of that curriculum.
Lack
of resources due to finical constrains effect the developing and planning of
the curriculum. What type of a curriculum should have to support it through
proper funding? There are different factor in curriculum development, planning
and implementation process which need financial support e.g.
Schools
lack physical facilities including buildings, classrooms, furniture, Hostel,
Play grounds, mats and even very basic necessities like blackboard, chalk, and
charts.
Lack
of other resources water, Fan, Electricity
Lack
of skilled manpower
The
lack of skilled manpower due to financial restrains, without proper financial
support it is hard to train the people to support the teaching learning
process. Only through proper funding and the establishment of training
institutions for teachers and support staff. Teachers are the core of education
system and without proper training one can’t implement a curriculum and to
support the curriculum one need to train the entire teacher on that style of
curriculum. So the skills of the teachers also guide the direction of the
curriculum, and to develop these skills in the teachers need funds.
Lack
of labs due to financial problems
The
lack of labs and libraries also affect the curriculum development process
because without proper computer labs in cities and villages one can’t implement
computer education curriculum all over the country. In the same way without
proper libraries in all school one can’t implement a curriculum which needs
supporting or reference books.
Also
without proper health care system in the schools lot of activities can’t part
of the curriculum due to the risk factor to the health of the students and
teachers.
The
overburden of the population is also one of the factors that affect the
financial support of the curriculum development, lack of facilities and
implementation of the curriculum in the country.
In
short we can say that economic play a vital role in the curriculum development
and implementation process in the country and it is the foundation of the
successful curriculum, without a good economic background a country can’t
afford a curriculum which needs huge financial support.
Foundations Of Curriculum Development Curriculum development should take into
consideration all the 5 criteria given below : 1.The philosophy of the nation
2. The psychological principles 3.The sociological needs 4.Needs and interest
of the student 5.Nature of the subject matter.
Philosophical Foundation :Include best of the four important
philosophies
1.Idealism
2.Naturalism 3.Pragmatism4. Realism (Existentialism)
Psychological Foundations: Consider the psychology of learner .For this
there are several Psychological theories like Mental faculty theory(Mind
consist of certain independent faculties such as attention, memory,imagination,
reasoning, exercising of muscles) Theories about the transfer of training and
theories of learning process
Some maxims about TL process are: known to unknown, concrete to abstract, simple to complex, easy to difficult, empirical to rational, specific
to general, definite to indefinite,
part to whole, near to far.
Sociological Foundations :Consider the following points while developing a curriculum. Society always have an effect on the
education. Different countries have
to develop different type of curriculum.
In India through education we have to change the unwanted social culture,
poverty and superstitions
Importance
of agriculture and better health. Critical Thinking The
scientific knowledge doubles itself every decade. Update curriculum with
constant research and review. Several commissions have been organized for this
purpose
CURRICULUM PLANNING,
DEVELOPMENT, IMPLEMENTATION AND QUALITY PROMOTION
Three curriculum phases of the
restructured Programme.
1.
Planning phase:
developing the Curriculum Blueprint and ensuring that the Blueprint was
in alignment with international trends in best education practice, the needs of
the country, the requirements of the Professions Council, National Higher
Education Policy and the Faculty's Strategic Plan. Upon endorsement of the
Blueprint by the Faculty Board, the process moved to the development
phase.
2.
Development phase: This
phase consisted of several processes:
2.1. Formulating the Exit-Level
Outcomes
2.2. Establishing Curriculum
Design Teams for the various phases of the Programme to develop the
i. the syllabus, educational
and assessment methods that are consistent with the Curriculum Blueprint and
Exit-level Outcomes submitted to QA
ii. curriculum sequencing necessary for an
outcomes-based educational programme (conceptual and cognitive levels within
and between the various courses that make up the 2-year Programme)
iii. curriculum organization essential for
promoting integration between disciplines to enhance learning and increase
social responsiveness.
The
particular roles of staff members
were
i.
chairing and facilitation of
the various committees and design teams
ii.
the provision of educational
resources (articles and people - locally and internationally) that would enable
staff to make the shift to new educational and assessment methodologies: some
examples are Problem-based Learning (PBL), the use of Reflective Journals for
formative assessment, Extended Matching Items for case-based assessments, the
integration of Information Technology, Information Literacy, Academic Literacy
and Numeracy into credit-bearing courses;
iii.
provision of training for
facilitators
iv.
organizing workshops related to assessment
methods and alignment with curricular outcomes
v.
recruiting and orienting staff,
particularly in the early years, in collaboration with the Portfolio Manager
'Undergraduate Education' and Heads of Department
2.2.3 The conceptualization and design of the Intervention Programme This
entailed establishing a dedicated Task Team to develop an innovative model that
was educationally sound and able to provide effective academic support for
students from educationally under-resourced backgrounds.
2.3.
Resource Planning Various
staff were involved in the committees and working groups established to
identify physical infrastructure and equipment resource needs as well as
contributing to the preparation of documentation for procuring resources, for
example, planning the Student Learning Centre, including the Computer Lab, the
Video-Conference Facility and the development of community-based education
sites. These examples entailed working with among others the University
Architects, the UCT Development Office, the Faculty's own Fund-raising Officer,
meeting with the Fundraising Office and potential donors.
2.4.
Programme Governance Structure Some EDU staff contributed to
the conceptualization of the original Programme Governance Structure and
related functions, as well as its subsequent revision.
All EDU academic staff
participates in one or other committee within the Governance Structure.
3.
Implementation phase: Each of
the EDU staff contributed to various aspects of the Programme in the
implementation phase, from direct engagement with students to management- and
resource planning:
i. facilitating sessions in the
early semesters
ii. participating with members of the design
teams in the review of students' course evaluations and planning the
refinements
iii. reviewing staffing needs and recruitment
strategies in collaboration with the Faculty's Senior Management Team
iv. giving input on the drafting of a Faculty
Teaching Policy
v. contributing to the costing
of undergraduate education programmes.
QUALITY PROMOTION
Assisting the Faculty to meet
Quality Assurance requirements as specified by the Higher Education Quality
Assurance Committee, a sub-committee of the National Committee on Higher
Education by means of
i.
workshops with division or
departments on request relating to educational and/or assessment methods
ii.
collaboration with the Task Team on Course Evaluation in developing
a standardized course evaluation instrument for use School-wide
iii.
providing a more systematic approach to
professional development in education for Faculty staff through the development
and implementation of the teacher
Educators' Short Course
iv.
preparing proposals for formal review
processes and participating in the reviews of the Programme
v.
conceptualizing and organizing,
in collaboration to develop a tradition within the Faculty to listen to each
other's papers on innovative educational practice, educational research as well
as the opportunity to engage the Faculty and University leadership on a
relevant and substantial theme pertaining to education.
CURRICULUM AND SYLLABUS
SYLLABUS : A syllabus is an outline and summary of topics to be covered in
an education or training course. A syllabus is a specification of the work of a
particular class in a department of a school, college or university. It is a
document of administrative convenience, specifying what is to be taught. Syllabus is time bound and specifies a
straining point and an ultimate goal. Syllabus is negotiable and
adjustable . A language teaching
syllabus involves integration of subject matter, and linguistic matter. A
language syllabus decides what gets taught in what order.
Types of Syllabus: 1.Analytical Syllabus 2.Synthetic
Syllabus3.Situational Syllabus
4.Notional Syllabus 5.Product oriented Syllabus 6.Process oriented
Syllabus 7.Skill based Syllabus
Differences between Curriculum and
Syllabus
|
Curriculum
|
Syllabus
|
|
It is not verbal, book
oriented & theoretical
|
It is verbal, book
oriented & theoretical
|
|
The scope of
curriculum is much broader and deeper.
|
The scope of syllabus
is limited and specific
|
|
Includes both
curricular and co-curricular activities
|
Includes only
curricular or academic details
|
|
Includes all learning
experiences that would lead the learner to the anticipated goal
|
It places more stress
on the specific learning materials to be internalized
|
MAJOR PRINCIPLES OF CURRICULUM
CONSTRUCTION
There are mainly 11 major principles the development of
curriculum. They are 1.The principle
of child-centeredness 2.The
principle of community-centeredness 3.The
principle of activity-centeredness 4.The
principle of integration 5.The
Conservative principle 6.The
Creative principle 7.The Forward
looking principle 8.The Principle of
preparation of life 9.The Principle
of elasticity and variety 10.The
principle of totality of experiences 11.The
principle of Utility.
The Principle of Child Centredness : Based on the needs, requirements, and
circumstances of the child. Child
needs more experience than instruction. Meaningful
activities to promote co-operation, social responsibility. Should be framed in accordance with the child’s developmental
characteristics as well as his capabilities and needs at the stage
The Principle of Community Centredness :To become active member of the
community. Goals formulated by the school depend upon the purpose of the
society-determine the nature of the curriculum
The Principle of Activity Centredness :
Action is the design of life. Curriculum should provide variety of
physical and mental activities. Learning by doing. Elementary stage-activities
of hand head and heart. Primary-project. Secondary-creative and constructive
activities
The Principle of Integration: Child’s needs and the needs of
democratic society. Subjects-Functional
unity with the environment To
safeguard the general, liberal and vocational aspects of education
Forward looking principle :Effective adult life-future of the
child To meet the challenges of life
Conservative Principle: Tradition and culture
Renewal Principle: Culture to suit the requirements of the
changing World
Creative Principle: Encourage creative power to modify environment.
according to changing needs of the society
Motivation Principle: To actively participate in the learning
process
Maturity Principle: Suited to the mental and physical
maturity of the child
The principle of preparation for life
The principle of Elasticity and
flexibility
The principle of comprehensiveness: Broad based to include a wide variety
of subjects
The principle of balance:Between Direct and indirect
experiences, liberal and professional education, individual and social aims,
compulsory and optional subjects
The principle of Utility: Should be of practical use to the
pupils
APPROACHES IN ORGANISING ENGLISH CURRICULUM
The Spiral Approach: Fosters continuous , unbroken learning
of the subject matter through various stages of education (eg. Freedom
Struggle)Merits: Generates immediate
and real interest. Suitable for
average pupilbasis of correlating phenomenaLimitations:
Causes monotony and lack of interest due to repetition of information-if
the content not expanded properly. Initial
stage –difficult to provide detailed information considering its totality. Difficult to develop sense of time
and space in pupils
Concentric Approach: A general treatment of almost all the
topics are attempted at the beginning and it is developed in successive years
according to the mental development of the pupils Follows maxims of teaching-simple to complex, whole to part, easy
to difficult etc.
Topical Approach: Selected topics of study suitable for
the age, ability and interest of the child are included. Each topic is considered as an entity and all the topics are
linked together by the teacher with the help of link lessons (eg-lower
class-family, food, shelter etc., middle class-history of institutions and
govt., secondary- ideologies like communism, socialismMerits: Vast material can be dealt with rational and logical way. Can be adapted according to age,
ability, interest of the child. Imparts
sense of purpose –total perception attempted. Enables teacher to control the subject matter and adapt it to
varying needs of the childrenLimitations:
Destroys the continuity of the subject matter. A complete study of the topic will not be psychologically
desirable
Unit Approach: Predominates in practice. The grouping
of related lessons into about 10 or 20 or major units to be divided into an
average of 6,7 or 8 lessons each provides a feasible course of action both in
planning instruction and in comprehending the scope of the course
Advantages: Suited for the devt. of skills
abilities, democratic outlook, ideals and process. Facilitates the ability to
formulate significant concept, relationships and processes. Enable teachers to adapt instruction to suit individual
differences of children. Needs of
the learner can be given top priority. Logically
sound division will make comprehension easy
Limitation: If not well planned, with a wholistic
approach they will become mere groups of isolated facts
Chronological Approach: Examining facts and events one after
another and in the sequence of their occurrence. Study of dates or year of events in the sequence in which they
happened. Related to the modern
concept of historicity which indicates the importance time, space and other
socio-economic background of the historical event. Useful in organising the content in History and the devt. of the
curriculum for the study of the
evolution of earth, man etc.
Merits: Gives more precise and comprehensive
idea of the content in the context concerned (history of freedom
struggle-1919-1947). Cause-course
and effect relationship can be established.
No major aspect will be omitted
Concept of Issue based curriculum and
Discourse Oriented Pedagogy
Issue based Curriculum : Communicative approach, Interactive approach , Constructive approach, Cognitive
interactionist method
Discourse Oriented Pedagogy: Discourse as the learning materials and Discourse used for language
teaching learning process.
Curriculum Construction
In English
Aim:
Study and use English language and literature.
Area Of
English Curriculum
Language
development consists of :1)learning language – control of the basic skills (LSRW ) 2)Learning through
language-study skills & literary skills 3)Learning about language
–Vocabulary, structure, communication skills.
Language Curriculum Principles: 1)The language strands (LSRW skills)
are interrelated , interdependent and reciprocal. 2)Integrated language curriculum for a balance of experience in
all the language skills. 3)Provides
opportunity for using language in purposeful and meaningful situation. 4)Ability to use multiple cueing
systems like: a)pragmatic cueing
system-socio-linguistic competence.b)textual cueing system-organizational
competence c)syntactical cueing
system–word order d)semantic cueing
system-meaning e)grapho phonic cueing system-sound letter
association 5)develops linguistic competence –grammatical rules , conventions,
mechanics of language skills and usage 6)
Scope for active and strategic responses to language tasks- construction ,
evaluation, direct, and guided
instruction and independent activities.7) assessment and evaluation as natural , integral and ongoing part of
teaching learning process. 8)Be
sensitive to the needs and developmental levels of the learner.9)exposure to
new culture. 10) develop the use of English for : a) social interaction b)
academic achievement c) cultural enrichment
-Content based integrated teaching –learning
approach spiral curriculum for English.
FOLLOW UP ACTIVITY
Critically analyse any English Course book of Kerala
syllabus at secondary level.
***
PRINCIPLES
OF CURRICULUM CONSTRUCTION
Curriculum
organization is a scientific process which involves basic principles on which
its credibility exists. It is not just collection of topics, because it
reflects ethos (philosophy / culture) of the society: themes of
the subject and learning variability.
1. Principle
of Child-Centeredness
Curriculum is
mainly for the students. So, the age, interest, capability,
capacity,aspiration, needs and psychology of the learner should be taken
in to an account.
2.Principle
of Community-Centeredness
The social needs and the local needs of the
learner should be taken in toaccount while we construct the curriculum. It should be
reflect the values of democracy,ethos
and main concerns of the country.
3. Principle of
Balance / Integration
(Child = Community)It
is also called principle of Integration. The curriculum should integrate:
1. Cognitive,
affective and psychomotor objectives and abilities
2. Knowledge and experience
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. Here the equal/balance importance should be given to the need of
the Child and need of the Community.
4. Principle of
Need
Curriculum helps
in fulfilling the various needs of the learner. Each learner has his needs
which are generally related to physical, emotional and
social development.
A wellplanned curriculum provides all such
opportunities through many
fold activities which satisfies
the need of the learner. It should not be merely the academic but it should
include all other equally important activities too.
5. Principle of
Utility
One of the
purposes of education is to prepare the child for living and learning. This is
the most important consideration, so that the child can live a fruitful and
self-fulfilling life. Curriculum should provide rich experiences, both academic
and social to the students. The content,
activities and experience of the curriculum at a particular stage / grade are useful
to the learner for the further/higher studies.
6. Principle of
Creativity
It should place
the pupil in the place of the discoverer and provision should be made the
creative type of activities.
7.Principle
of Preservation/Conservation
It should help in
the preservation /conservation and transmitting the knowledge, traditions,
standards of conduct on which the culture and civilization depend.
8. Principle of
Variety
In a classroom there are different types of the students on the basis of intelligence, ability, aptitude
and attitude. The curriculum should satisfy the variety of knowledge, varying
interest, needs of the students.
9. Principle of Elasticity /
Flexibility
Flexibility is an important parting curriculum development. It should givenenough time and
sufficient chance to the students, to search their own examples and experience from
the surroundings.
10. Principle
of Contemporary Knowledge
Curriculum should give the modern or current knowledge and theories to
the students. That will give the knowledge
of utilization of local resources (salt, plants, soil) to the students. While organizing the curriculum the following
principles also should be followed:
11. Principle
of Sequencing
12. Principle
of Continuity
13. Principle of
Accuracy
14. Principle of
Adequacy
15. Principle of
Interest
16. Principle
of Readiness
17. Principle
of Meaningfulness
18. Principle
of Continuous Evaluation
The curriculum is the totality of experiences that the child gains
through the multifarious activities in the school. The review of the present
curriculum is reveal that it is subject oriented, examination ridden, not in
conformity with the aims and objective of the teaching science, rigid and
outfits the different age group. So, it is imperative that
the present curriculum should be reorganized in the light of the
principles mentioned above
UNIT -2
CURRICULUM DEVELOPMENT IN ENGLISH
CONTENTS
5.
CURRICULUM DEVELOPMENT-GENERAL
PRINCIPLES-PSYCHOLOGICAL, SOCIOLOGICAL, PHILOSOPHICAL, NEED AND INTEREST OF THE
LEARNER, NATURE OF SUBJECT MATTER AND PHILOSOPHY OF NATION
6.
DIFFERENT APPROACHES TO
CURRICULUM ORGANIZATION –SPIRAL, TOPICAL AND CONCENTRIC APPROACH.
.
.
INTRODUCTION
l CURRICULUM :A CONCEPTUAL ANALYSIS
l Curriculum is the crux of the whole
educational process.
l Derived from Latin word ‘currere’ which
means ‘run’ and curriculum signifies ‘a runaway or a course which one runs to
reach a goal ’
l DEFINITIONS
l Carter. V. Good : “Curriculum is a general overall
plan of the content or specific materials of instruction that the school offer
the student, by way of qualifying him for graduation or certification for
entrance into professional or vocational field.”
l Cunningham : “Curriculum is a tool in the hands
of the artist (the teacher), to mould his materials (the pupils), according to
his ideals (the objectives) in his studio (the school). The material is highly
self_active and responds consciously.”
l H.H.Horne :
“Curriculum is representative of the motor as well as the sensory
elements in the nervous system of the side of society, it is representative of
what the race has done in its contact with its world.”
l FOUNDATIONS OF CURRICULUM DEVELOPMENT
l Curriculum development should take into
consideration all the 5 criteria given below :
l The philosophy of the nation
l The psychological principles
l The sociological needs
l Needs and interest of the student
l Nature of the subject matter.
l Philosophical Foundation
l Include best of the four important
philosophies
l Idealism
l Naturalism
l Pragmatism
l Realism (Existentialism)
l Psychological Foundations
l Consider the psychology of learner
l For this there are several
Psychological theories like
l Mental faculty theory
l Mind
consist of certain independent faculties such as attention, memory,
imagination, reasoning, exercising of muscles
l Theories about the transfer of training
and theories of learning process
l
l Some maxims about TL process are:
l
l known to unknown
l concrete to abstract
l simple to complex
l easy
to difficult
l empirical to rational
l specific to general
l definite to indefinite
l part
to whole
l near
to far
l Sociological Foundations
l Consider the following points while
developing a curriculum
l Society always have an effect on the
education
l Different countries have to develop
different type of curriculum
l In India through education we have to
change the unwanted social culture, poverty and superstitions
l Importance of agriculture and better
health.
l Critical Thinking
l The scientific knowledge doubles itself
every decade
l Update curriculum with constant
research and review
l Several commissions have been organized
for this purpose
l MAJOR PRINCIPLES OF CURRICULUM
CONSTRUCTION
l There are mainly 11 major principles the
development of curriculum.
l The principle of child-centeredness
l The principle of community-centeredness
l The principle of activity-centeredness
l The principle of integration
l The Conservative principle
l The Creative principle
l The Forward looking principle
l The Principle of preparation of life
l The Principle of elasticity and variety
l The principle of totality of
experiences
l The principle of Utility.
l The Principle of Child Centredness
–
Based on
the needs, requirements, and circumstances of the child
–
Child
needs more experience than instruction
–
Meaningful
activities to promote co-operation, social responsibility
–
Should be
framed in accordance with the child’s developmental characteristics as well as
his capabilities and needs at the stage
l The Principle of Community Centredness
l To become active member of the
community
l Goals formulated by the school
l depend upon the purpose of the
society-determine the nature of the curriculum
l The Principle of Activity Centredness
l Action is the design of life
l Curriculum should provide variety of
physical and mental activities
l Learning by doing
l Elementary stage-activities of hand
head and heart
l Primary-project
l Secondary-creative and constructive
activities
l The Principle of Integration
–
Child’s
needs and the needs of democratic society
–
Subjects
–
Functional
unity with the environment
–
To
safeguard the general, liberal and vocational aspects of education
l Forward looking principle
–
Effective
adult life-future of the child
–
To meet
the challenges of life
l Conservative Principle
–
Tradition
and culture
l Renewal Principle
–
Culture
to suit the requirements of the changing World
l Creative Principle
–
Encourage
creative power to modify envt. according to changing needs of the society
l Motivation Principle
–
To
actively participate in the learning process
l Maturity Principle
–
Suited to
the mental and physical maturity of the child
l The principle of preparation for life
l The principle of Elasticity and
flexibility
l The principle of comprehensiveness
–
Broad
based to include a wide variety of subjects
The
principle of balance
Between
Direct and indirect experiences, liberal and professional education, individual
and social aims, compulsory and optional subjects
The
principle of Utility
Should be
of practical use to the pupils
•
Concept
of Issue based curriculum AND Discourse Oriented Pedagogy
Issue based Curriculum
ü Communicative approach
ü Interactive approach
ü Constructive approach
ü Cognitive interactionist method
Discourse Oriented Pedagogy
ü Discourse as the learning materials
ü Discourse used for language teaching
learning process.
l CURRICULUM CONSTRUCTION
IN ENGLISH
l AREA
OF ENGLISH CURRICULUM
l Aim:
Study and use English language and literature.
l Language development consists of :
l 1)learning language – control of
the basic skills (LSRW )
l 2)Learning through language-study
skills & literary skills
l 3)Learning about language –Vocabulary,
structure, communication skills.
l Language Curriculum Principles
l 1)The language strands (LSRW skills)
are interrelated , interdependent and reciprocal.
l 2)Integrated language curriculum for a
balance of experience in all the language skills.
l 3)Provides opportunity for using
language in purposeful and meaningful situation.
l Language Curriculum Principles
l 4)Ability to use multiple cueing
systems like:
l a)pragmatic cueing
system-socio-linguistic competence.
l b)textual cueing system-organizational
competence
l c)syntactical cueing system–word order
l d)semantic cueing system-meaning
l e)grapho phonic cueing system-sound
letter association
l Language Curriculum Principles
l 5)develops linguistic competence
–grammatical rules , conventions, mechanics of language skills and usage
l 6) Scope for active and strategic
responses to language tasks- construction , evaluation, direct, and guided instruction and independent
activities.
l 7) assessment and evaluation as natural , integral and ongoing part of
teaching learning process.
l Language Curriculum Principles
l 8)Be sensitive to the needs and
developmental levels of the learner.
l 9)exposure to new culture.
l 10) develop the use of English for :
l a) social interaction
l b) academic achievement
l c)
cultural enrichment
l -Content based
integrated teaching –learning approach spiral curriculum for English.
FOLLOW UP ACTIVITY
} .
Critically analyse any English Course book of Kerala syllabus at secondary
level.
***
Unit test
UNIT- 2 : CURRICULUM DEVELOPMENT IN ENGLISH
Total
Weightage : 10
Time : 45 minutes
Write
a short note on:
1.Psychological foundation of curriculum
2.Philosophical foundation of curriculum
3.Sociological
foundation of curriculum
Answer
the following(wt.4)
4.What
are the major principles of curriculum construction?
***
Unit test
UNIT- 2 : CURRICULUM DEVELOPMENT IN ENGLISH
Total
Weightage : 10
Time : 45 minutes
Write
a short note on:
1.Psychological foundation of curriculum
2.Philosophical foundation of curriculum
3.Sociological foundation of curriculum
Answer
the following(wt.4)
4.What are the major principles of
curriculum construction?
***
