approaches to curriculum

1. Approaches to Curriculum
The Six Features of Curriculum

2. The Six Features of a Curriculum
1. Who teaches?
2. Who do the teachers teach?
3. What do the teachers teach?
4. How do teachers teach?
5. How much of the teaching was learned?
6. With whom do we teach?

3. 1. Who teaches? – The Teacher
• Quality education requires quality teachers.
• Good teachers are needed to sort out the knowledge from the
information; excellent teachers are needed to sort the wisdom from
the knowledge.
• Institutions are good as its teachers.
• The right individuals who are expected to be recruited – those with
excellent and relevant preparation.
• Teachers should be given support with their continuing development.

4. 2. Who do the teachers teach? – The Learners
• Learners are the center stage in the educative process; they are the
most important factors in the learning environment.
• Teachers should understand and accept the learners’ diverse
background.
• The students’ needs should be addressed and be met that’s why
teachers are to provide learning opportunities and varied
experiences.

5. 3. What do the teachers teach? – Knowledge,
skills, values
• “To help the learners cope with rapid changes to understand and to
succeed in the new workplace, we must design a curriculum oriented
to tomorrow.”
• The value of the educational process lies not just in what they learn
but how they learn and how good they will be in continuing to learn
after they leave school.
• The teacher is expected to prepare his syllabus or course of study as
his vehicle for instruction. There must be a balance of theory and
practice.
• Learners’ sustained interest in the subject should be made
meaningful and relevant.

6. 4. How do teachers teach? – Strategies and
Methods
• There is no best strategy in teaching. For teachers to teach effectively,
they must use appropriate methodologies, approaches and strategies
“capped with compassionate and winsome nature”.
• Teachers must use appropriate and varied resources or instructional
materials that also encourage the students to use their HOTS.
• Good teachers utilize information derived from assessment to
improve teaching and learning and adopt a culture of excellence.

7. 5. How much of the teaching was learned? -
Performance
• The objectives set by the teacher before the instruction shall be the
guiding post during the teaching process.
• They are measured as learning outcomes at the end of the instruction
as a determiner of the performance.
• The curriculum is deemed to be successful if the performance of the
learners is higher than the targets set.
• A good curriculum is one that results in high or excellent
performance.

8. 6. With whom do we teach? – Community
Partners
• Teaching is a collaborative process – the teachers are the focal
persons who must draw upon the resources of their environment.
• Teachers must establish relationship with parents, NGOs and other
stakeholders.
• Partnerships is a means and not an end to be pursued in itself.
• An absence of partnership often means a poor definition of education
ends.

9. Approaches to Curriculum Design
• Learner or Child-centered Approach
The child is the center of the educational process.
The curriculum is constructed based on the needs, interest, purposes and
abilities of the learners.
A new respect for the child is fundamental
A new freedom of action is provided
The whole activity is divided into units of work
The recognition of the need for using and exploring many media for self-
discovery and self-direction is embraced.

10. Approaches to Curriculum Design
• Subject-centered approach
The primary focus is the subject matter
The emphasis is on bits and pieces of information which are detached from life
The continuing pursuit of learning outside the school is not emphasized.
Learning should only take place inside the classroom.
The subject matter serves as a means of identifying problems in living.

11. Approaches to Curriculum Design
• Problem-centered approach
The learners are capable of directing and guiding themselves in resolving
problems, thus they become independent learners.
The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
The curriculum leads the learners in the recognition of concerns and problems
and in seeking solutions. The learners are considered problem solvers.