Demystifying Curriculum: Understanding its Meaning, Principles, and Effective Organizational Approaches

SCHOOL ORGANISATION

*Curriculum: Meaning, Principles and Types of curriculum organisation approaches*

*CONCEPT OF CURRICULUM PLANNING*

Curriculum development is planned as per the levels and group for whom it is being planned. In the following text you will read about the broader concept, definition and levels of curriculum planning.

*Concept of Curriculum*

The term "curriculum" is derived from the latin word "currere", which means "run". Thus curriculum means a course to be run for reaching a certain goal or "destination" here education is imagined as a race, with its aim as the goal and

curriculum as the course leading to that goal. So the term' "cumculum" came to signify a group of subjects or courses of study, arranged in particular sequence, for instructional purpose in school. A cumculum is more than just a syllabus or a statement of content. A curriculum is about what should happen in a teaching programme-about the intention of teachers and the way they make this happen. This extended vision of a curriculum is illustrated in the figure.

Thus the curriculum must include all the subject matter, teaching strategies, learners experiences and assessment of students, which a particular school for its students and which is developed by the members of own curriculum committee.

Cunningham has put curriculum as a tool in the hands of the artist (the teacher) to mould his material (the pupils) according to his aim and objectives in his studies (the school).

Another concept of curriculum development is that it is a plan of logical sequence of correlated and integrated subjects, which students may pursue in the attainment of a given goal.

According to the modern concept curriculum-does not mean only the academic subjects, traditionally taught in schools but it includes the sum total of experiences that pupil receives through the manifold activities that go on in the school, in the classroom, library, laboratory, workshop, play-grounds and in the numerous informal contacts between teachers and pupils. In this sense, curriculum touches the life of the students at all points and help in the evolution of a balanced personality.

Thus a curriculum is a systematic arrangement of the sum total of selected learning experiences planned by a school for a defined group of students to attain the aim of particular educational programme. It is commonly formed as a "Programme of Studies".

You have seen cumculum is intimately related with education. While education is a process, curriculum is a means to the process. While education is learning, curriculum signifies situation for learning.

*Principles of curriculum development*

This article is about the principles of curriculum development. In curriculum development, we think about the type of learning experiences to be given to a child at various age and grade levels.

It needs systematic and sequential planning to widen the sphere of the learning experience at each level by keeping in view the principles of integration and correlation.

The curriculum is usually concerned with two questions

What should we teach? What should be the content of education? How should we organize it and how should we teach?

To answer these questions we should now discuss the principles of curriculum development.

(a) *Suitability to the age and mental level of the children*

What is to be given to the children in the form of learning experiences at a particular age and grade level should suit their age and mental development.

The capacity for understanding, how children grow with age. The content of the study in any subject should be formed to suit their mental ability.

(b) *According to the specific interests of students*

Children will be able to learn better in fields where they have special tastes and inclination of the mind. It is also found that at different stages of age groups, children have different interest patterns. Interests of children also change according to circumstances and situations. Therefore, learning experiences should be designed to suit the interests and tastes of the age group of students.

(c) *The curriculum should be environmentally centered*

The content of the learning experiences for children should be linked with the needs of the environment in which they live. For example, children from rural areas can understand and grasp easily the information which is directly concerned with their experiences in their own rural environment. The same thing applies to children in various environments like urban areas, hilly areas, etc.

(d) *The principle of the comprehensive curriculum*

The curriculum must have the necessary details. List of topics to be covered does not solve the purpose. Both teachers and students should know clearly what is expected of them, what is the beginning and what is the end of the topic for the particular class. Material, aids, activities, life situations etc. should be listed in the curriculum.

(e) *Principle of co-relation*

The curriculum should be such that all the subjects are correlated with each other. While designing the curriculum, it must be kept in mind that the subject matter of various subjects has some relation to each other so that they help the child eventually.

(f) *The principle of practical work*

Children are very active by nature. They like new things and can learn more by doing or by activity method. Therefore curriculum should be designed in such a way that it provides maximum opportunity to the child for practical work with the help of concrete things.

(g) *Principle of flexibility*

Instead of being rigid curriculum should show the sign of flexibility. The organization of the curriculum should be on the basis of individual differences as every child is different from the other. Apart from these conditions of society go on changing, therefore, the curriculum must be flexible enough to address the needs and aspirations of the society.

(h) *Principle of forward-looking*

This principle asks for the inclusion of those topics, content and learning experiences that may prove helpful to the students in leading their future life in a proper way.

(i) *The principle of consultation with teachers*

Teachers play a key role in the implementation of the school curriculum of any grade or stage. It is therefore quite essential to seek the proper involvement of the teachers in the construction and development of the school curriculum.

(j) *The principle of the joint venture*

It is necessarily a joint venture where various experts are involved like educational psychologists, educational technologists, curriculum specialists, evaluation specialists, teachers, subject matter experts etc.

(k) *The principle of availability of time and other resources*

Curriculum is the means to realize the outcomes of the educational objectives of the school. Implementation of the curriculum is equally important as curriculum construction. While developing curriculum experts should also keep its implementation in mind. They should be aware of the conditions of the schools and possible availability of time and resources available.

*Types of Curriculum Approaches*

Approach is a way of dealing with something or a way of doing or thinking about something ( Marriam-Webster)

Curriculum approach is a way of dealing with a curriculum, a way of doing creating/designing/thinking about a curriculum.

*Curriculum Approaches*

There are four curriculum approaches:-

1. Behavioural Approach
2. Managerial Approach
3. Systems Approach
4. Humanistic Approach

Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum.
Textbook writers and instructional material producers also have different curricular approaches.

*Behavioural Approach*

• Anchored on the behaviourist principle.
• Based on a blueprint – goals and objectives are specified, contents and activities are also arranged to match with the learning objectives.
• Learning objectives are evaluated in terms of goals and objectives set at the beginning.
• AIM – to achieve efficiency
• PROPONENT – Frederick Taylor

In education, behavioural approach begins with educational plans that start with the setting of goals and objectives

• There are important ingredients in curriculum implementation as evaluating the learning outcomes as a change in behavior.
• Change in behaviour indicates the measure of the accomplishments.
• 
  
• *Managerial Approach*

• Became dominant in 1950’s and 1960’s
• Principal = Curriculum Leader

                          = Instructional Leader

                          = General Manager

• General Manager - sets the policies and priorities, establishes the direction of change and innovation, and planning and organising curriculum and instruction.
• School Administration – less concerned about the content than about organisation and implemention; less concerned about subject matter, methods and materials than improving the curriculum.
• Curriculum Managers – look at the curriculum changes and innovations as they administer the resources and restructure the schools.
• Roles of the curriculum supervisors (Ornstein and Hunkins, 2004)

1. Help develop the school’s educational goals.

2. Plan curriculum with students, parents, teachers and other stakeholders.

3. Design of study by grade levels.

4. Plan or schedule classes or school calender.

5. Prepare curriculum guides or teacher guides by grade level or subject area.

6. Help in the evaluation and selection of textbooks.

7. Observe teachers.

8. Assist teachers in the implementation of the curriculum.

9. Encourage curriculum innovation and change.

10. Develop standards for curriculum and instructional evaluation.

*System Approach*

Influenced by system theory. The parts of the total school district or school are examined in terms of how they relate to each other.

Organisational chart - represents a system approach; shows the line - staff relationships of personnel and how decisions are made.

George Beauchamp: the system theory of education sees the following to be of equal importance:

1. Administration

2. Counseling

3. Curriculum

4. Instruction

5. Evaluation

*Humanistic Approach*

Rooted in the progressive philosophy and child-centered movement.

Considers the formal or planned curriculum and the informal or hidden curriculum.

Considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. 

The LEARNER is at the CENTER of the Curriculum.

**KEEP VISITING THE BLOG FOR UPDATE ON THE FOLLOWING

Curriculum development

Education curriculum

Curriculum design

Curriculum planning

Curriculum models

Curriculum implementation

Innovative curriculum

Personalized learning curriculum

Future-ready curriculum

Digital curriculum trends

Adaptive curriculum approaches

Curriculum structure

Curriculum frameworks

Curriculum strategies

Curriculum methods

Curriculum assessment

Pedagogy principles

Instructional design approaches

Educational program organization

Learning pathway methodologies

Curriculum evaluation techniques

**FREQUENTLY ASKED QUESTIONS AND THEIR ANSWERS ON CURRICULUM

Q.1. *What is curriculum?*

A.1. Curriculum refers to the planned educational experiences designed to promote learning and development in various domains, including cognitive, social, emotional, and physical.

Q.2. *What are the principles of curriculum development?*

A.2. Curriculum development principles include alignment with educational goals, relevance to learners' needs, inclusivity, flexibility, and continuous evaluation and improvement.

Q.3. *What are the types of curriculum organization approaches?*

A.3. Curriculum organization approaches include subject-centered, learner-centered, problem-centered, and eclectic approaches, each emphasizing different priorities in curriculum design and implementation.

Q.4. *How do subject-centered curriculum approaches work?*

A.4. Subject-centered curriculum approaches focus on organizing content around specific subjects or disciplines, such as math, science, language arts, or social studies. These approaches often follow a structured sequence of topics within each subject area.

Q.5. *What characterizes learner-centered curriculum approaches?*

A.5. Learner-centered curriculum approaches prioritize the individual needs, interests, and abilities of students. They emphasize active engagement, inquiry-based learning, and opportunities for student choice and autonomy.

Q.6. *What is problem-centered curriculum design?*

A.6. Problem-centered curriculum design revolves around real-world problems or challenges, encouraging students to apply their knowledge and skills to solve complex issues. It promotes critical thinking, collaboration, and interdisciplinary learning.

Q.7. *What does an eclectic curriculum approach entail?*

A.7. An eclectic curriculum approach combines elements from various educational philosophies and methods to create a customized learning experience. It allows educators to adapt instruction to meet the diverse needs of students and address specific learning objectives effectively.

Q.8. *How can educators evaluate the effectiveness of curriculum organization approaches?*

A.8. Educators can assess the effectiveness of curriculum organization approaches through various methods, including analyzing student performance data, gathering feedback from stakeholders, conducting classroom observations, and reviewing curriculum materials for alignment with learning goals and instructional practices.