Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context

1. Curriculum Context
EDP 7114 Teaching and Learning for Young
Children

2. Curriculum Context
then we must
contend with
multiple contexts
that affect
curriculum, students,
and teachers. The
following diagram
provides and
overview of some of
these contexts.
Typically, curriculum
documents focus on
specific subject
matter content.
However, if we are to
take seriously broader
notions of curriculum,

4. Definition(s) of Curriculum
Curriculum – is a
structured set of
learning outcomes
or task that
educators usually
call goals and
objectives. ( Howell
and Evans 1995)
Curriculum – is the
“what” of teaching.
Curriculum –
listings of subjects
to be taught in
school.
.
A document which
describes a structured
series of learning
objectives and
outcomes for a given
subject matter area
Includes a
specification of what
should be learned, how
it should be taught, and
the plan for
implementing/assessin
g the learning

5. Questions Related to Curriculum Context:
 Who decides on what content
should be included?
 Why is certain content more
important (included) than other
content (not included)?
 Who should decide on what
content to include?
- Which of the contexts within the
overall context of curriculum and
instruction do not, cannot, and/or
should not appear in curricular
documents at the district, state, or
national levels?
- Which of the contexts within the
overall context of curriculum and
instruction typically appear in
curricular documents at the district,
state, or national levels?

6. Cont….
 Who should decide on what
content to include?
 How should subject matter
learning be approached (e.g., as
material for problem solving and
inquiry, as material to be
memorized, etc.)?
 What are the implications of such
a view of curricular contexts for
teaching, learning, and schooling?
 Based on the above figure,
how should curricular
development occur?
 What are the implications of
the center of contextual
conjunction for how we
conceive of curricular
enactment, learning, teaching,
and schooling?

7. Curriculum Characteristics
 Designing a school curriculum for progressive learning
opportunities should be informed by valid assessment data, be
tailored to meet learners’ needs, aspirations and personal
development, and provide multiple means of representation,
action and expression, and engagement.
 Curriculum design should harness student’s positive attitudes,
ideas and imaginative capacities to support them to be co-creators
of their own learning and to ensure it is personally
meaningful and relevant.

8. Cont…
- Curriculum design should be reviewed, evaluated and modified
through a collaborative process of reflection to develop a partnership
- Curriculum should be planned for success with clearly articulated
learning intentions
Curriculum planning should maximize opportunities for
collaboration and participation in learning between families and
practitioners and should include students’ own views of their
learning and engagement in assessment practices.

9. Two Schools of Thought Predominated
Throughout History of Curriculum Development:
 The Essentialist School
 The Progressive School

10. The Essentialist School
 It considers the curriculum as
something rigid consisting of
discipline subjects.
 It considers all learners as
much as the same and it aims
to fit the learner into the
existing social order and
thereby maintain the status
quo.
 Its major motivation is
discipline and considers
freedom as an outcome and not
a means of education.

11. The Essentialist School
 Its approach is authoritative and the
teacher’s role is to assign lessons and to
recite recitations.
 It is book-centered and the methods
recommended are memory work , mastery
of facts and skills, and development of
abstract intelligence.

12. The Essentialist School
 It has no interest in social action and life
activities.
 Its measurement of outcomes are standard
tests based on subject matter mastery.

13. The Progressive School
 It conceives of the curriculum as something
flexible based on areas of interest.
 It is learner-centered, having in mind that
no two persons are alike.
 Its factor of motivation is individual
achievement believing that persons are
naturally good.

14. The Progressive School
 The Role of the teacher is to stimulate
direct learning process.
 It uses a life experience approach to fit the
student for future social life.

15. The Progressive School
 Constant revision of aims and experimental
techniques of teaching and learning are
imperatives in curriculum development in
order to create independent thinking,
initiative, self-reliance, individuality, self-expression
and activity in the e-larner.

16. The Progressive School
 Its measurement of outcomes are now
devices taking into consideration subject
matter and personality values.

17. Islamic Concept of Curriculum
 Muslim scholars have made serious endeavors to define the concept
of Islamic education and then to develop a genuine Islamic
education model based on the basic tenets of aqidat al-tawheed`
(principle of faith).
 This reformation of education has envisioned to produce the new
Muslim generation, which is capable of fulfilling its role as
khalifatullah (vicegerent of God)i.e. responsible for the
development and maintenance of civilization and its resources.
 In another word, Islamic education is obliged to deal with the
overall development of the individual, i.e. spiritual, intellectual,
imaginative, physical, scientific, linguistic, both individually and
collectively. In sum, the ultimate of Islamic education is in `the
realization of complete submission to Allah on the level of the
individual, the community and humanity at large.

18. Islamic Concept of Curriculum
 A newly integrated Islamic curriculum
and subject matter for contemporary
Islamic schools need to be devised to
promote Islamic Identity solidarity for
the Ummah.
 It is for the need of the young
generations to be instilled with pure
Islamic values and beliefs from the
beginning in a very comprehensive,
critical and creative manner by using
newly revised integrated and dynamic
approach to education.

19. Quality of curriculum
 Greater depth and less superficial coverage
 Focus on problem solving
 Facilities the mastery of essential skill and
knowledge
 Coordinated
 Articulation multi-level sequence study
 Emphasize academic and practice
 Effective integrated curricula
 Mastery of a limited numbers of objectives

20. Why Focus on Curriculum
Quality?
 Creating quality curricula is hard to do.
 Changing school structure is not enough.
 The stakes for students and schools are
high.
 Every pathway component involves
curriculum.

21. Quality Design Principles
Where do they come from?
 Theory and research
 Classroom observation
 Classroom experience
 Expert input
 Mission

22. What Does Quality Look Like? Two
Underlying Goals
 Prepare students for both college and
career
 Serve students with varying abilities,
interests, and aspirations
 https://www.youtube.com/watch?v=sluQZ
X9FOeM

23. HOW CURRICULUM DIFERS FROM……
 SYLLABUS
 COURSE OF STUDY
 EDUCATIONAL PROGRAMME
 TEACHING
 INSTRUCTION

24. SYLLABUS VS CURRICULUM
Curriculum
Curriculum is a focus of study, consisting of
various courses all designed to reach a
particular proficiency or qualification.
Syllabus
A syllabus is simply an
outline and time line of a
particular course. It will typically
give a brief overview of the
course objectives, course
expectations, list reading
assignments, homework
deadlines, and exam dates.

25. COURSE OF STUDY VS CURRICULUM
 A course is a set of inventory items grouped
together for ease of assignment and tracking.
 Curriculum refers to the training assigned to
a student. A curriculum can
consist of more than one course.

26. CURRICULUM VS TEACHING
Curriculum
Curriculum is a focus of study, consisting of
various courses all designed to reach a
particular proficiency or qualification.
Teaching
An academic process by which students are
motivated to learn in ways that make a
sustained, substantial, and positive influence
on how they think, act, and feel.

27. INSTRUCTION VS CURRICULUM
Curriculum
Curriculum is literally defined in education
as a set of courses regarding different classes
or subjects offered in different educational
institutions such as a school or a university.
Instruction
Instructions are a basic aspect of the
learning process. They are all formulated to
guide students in their gradual learning
process in their respective fields.

28. Factors Affect the Curriculum
 Political
 How politics influences
curriculum design and
development starts with funding.
Both private and public
educational institutions rely on
funding for hiring personnel,
building and maintaining facilities
and equipment. All aspects of
curriculum depend on local, state
and national political standards.
From defining goals, interpreting
curricular materials to approving
examination systems, politics
affects curriculum development.


29.  Economic
 Curriculum developed for in
house training in corporations
focuses on educating
employees for promotions that
bring better returns in profits.
Nations financing education
expect an economic return from
educated students contributing
to the country's economy with
global competition abilities in
technical fields. Curriculum
content influences learner
goals, standards for academic
achievement with an underlying
influence of the nation's
economy.


30.  Technological
 The computer technology of the
21st century influences curriculum
development at every level of
learning. Learning centers and
classrooms increasingly provide
computers as requisite interaction
for studies among students.
Technological multimedia use
influences educational goals and
learning experiences among
students. Undergraduate and
graduate degrees in computer
technology increases in popularity.

31.  Diversity
 Social diversity including
religion, culture and social
groupings affects curriculum
development because these
characteristics influence the types
of topics and methods for
teaching information. Developing
relevant curriculum takes into
account society's expectations,
accommodating group traditions
and promoting equality.


32.  Learning Theories
 Both child and adult learning
theories within the psychology
field influence curriculum
development. Understanding the
psychology behind learning
theories implemented in
curriculum development
maximizes learning with content,
delivery, interactive activities and
experiences initiated at the most
opportune teaching moment.


33.  Environment
 World awareness and action
toward reversing and ending
pollution continues affecting
curriculum development.
Typical elementary classrooms
teach recycling and healthy
environmental practices.
Higher education in the
sciences offer environmentally-focused
degrees.


34. Types of Curriculum
 Overt, explicit, or written curriculum,
 Societal curriculum (or social curricula),
 The hidden or covert curriculum,
 The null curriculum
 Phantom curriculum
 Concomitant curriculum
 Rhetorical curriculum
 Curriculum-in-use
 Received curriculum
 The internal curriculum
 The electronic curriculum.

35. Cont…
Overt, explicit, or
written curriculum
Is simply that which is written as part of formal
instruction of schooling experiences. It may
refer to a curriculum document, texts, films, and
supportive teaching materials that are overtly
chosen to support the intentional instructional
agenda of a school. Thus, the overt curriculum
is usually confined to those written
understandings and directions formally
designated and reviewed by administrators,
curriculum directors and teachers, often
collectively.

36. Societal curriculum (or social
curricula)
As defined by Cortes (1981). Cortes
defines this curriculum as:…[the]
massive, ongoing, informal curriculum
of family, peer groups, neighborhoods,
churches organizations, occupations,
mas, media and other socializing forces
that “educate” all of us throughout our
lives. 24
This type of curricula can now be
expanded to include the powerful effects
of social media (YouTube; Facebook;
Twitter; Pinterest, etc) and how it
actively helps create new perspectives.

37. 3. The hidden or covert
curriculum
That which is implied by the very
structure and nature of schools, much of
what revolves around daily or established
routines.
Longstreet and Shane (1993) offer a
commonly accepted definition for this
term – the “hidden curriculum,” which
refers to the kinds of learnings children
derive from the very nature and
organizational design of the public
school, as well as from the behaviors and
attitudes of teachers and
administrators….

38. 4. The null curriculum That which we do not teach, thus giving
students the message that these
elements are not important in their
educational experiences or in our
society. Eisner offers some major points
as he concludes his discussion of the
null curriculum. The major point I have
been trying to make thus far is that
schools have consequences not only by
virtue of what they do teach, but also by
virtue of what they neglect to teach.
What students cannot consider, what
they don’t processes they are unable to
use, have consequences for the kinds of
lives they lead.

39. Phantom
curriculum
The messages prevalent in and through
exposure to any type of media. These
components and messages play a major part
in the enculturation of students into the
predominant meta-culture, or in acculturating
students into narrower or generational
subcultures.

40. 6. Concomitant curriculum What is taught, or emphasized at home,
or those experiences that are part of a
family’s experiences, or related
experiences sanctioned by the family.
(This type of curriculum may be
received at church, in the context of
religious expression, lessons on values,
ethics or morals, molded behaviors, or
social experiences based on the family’s
preferences.)

41. 7.Rhetorical
curriculum
Elements from the rhetorical curriculum are
comprised from ideas offered by policymakers,
school officials, administrators, or politicians.
This curriculum may also come from those
professionals involved in concept formation
and content changes; or from those educational
initiatives resulting from decisions based on
national and state reports, public speeches, or
from texts critiquing outdated educational
practices. The rhetorical curriculum may also
come from the publicized works offering
updates in pedagogical knowledge.

42. 8. Curriculum-in-use The formal curriculum (written or
overt) comprises those things in
textbooks, and content and concepts in
the district curriculum guides.
However, those “formal” elements are
frequently not taught. The curriculum-in-
use is the actual curriculum that is
delivered and presented by each
teacher.

43. 9. Received
curriculum
Those things that students actually take out
of classroom; those concepts and content that
are truly learned and remembered.

44. 10. The internal
curriculum
Processes, content, knowledge
combined with the experiences and
realities of the learner to create
new knowledge. While educators
should be aware of this curriculum,
they have little control over the
internal curriculum since it is
unique to each student. Educators
can explore this curricula by using
instructional assessments like “exit
slips,” reflective exercises, or
debriefing discussions to see what
students really remember from a
lesson. It is often very enlightening
and surprising to find out what has
meaning for learners and what
does not.

45. 11. The electronic
curriculum
Those lessons learned through searching the
Internet for information, or through using e-forms
of communication. (Wilson, 2004) This
type of curriculum may be either formal or
informal, and inherent lessons may be overt or
covert, good or bad, correct or incorrect
depending on ones’ views. Students who use the
Internet on a regular basis, both for recreational
purposes (as in blogs, wikis, chatrooms, list
serves, through instant messenger, on-line
conversations, or through personal e-mails and
sites like Twitter, Facebook, or Youtube) and
from personal online research and information
are bombarded with all types of media and
messages. Much of this information may be
factually correct, informative, or even
entertaining or inspirational. But there is also a
great deal of other information that may be very
incorrect, dated, passé, biased, perverse, or even
manipulative

46. What is ?
Curriculum for Excellence is the national curriculum for Scottish
schools for learners from age 3 to 18. It was developed out of a 2002
consultation exercise – the 'National Debate on Education' –
undertaken by the then Scottish Executive on the state of school
education.
In response to the National Debate, Ministers established a Curriculum
Review Group in November 2003 to identify the purposes
of education for the 3 to 18 age range and to determine key principles
to be applied in a redesign the curriculum. Its work resulted in the
publication in November 2004 of the document A Curriculum for
Excellence.[1] This document identified four key purposes of education;
those that enable young people to become, "successful learners,
confident individuals, responsible citizens and effective contributors."

47. Multiage Curriculum
 Multi-age classrooms or composite classes are classrooms with
students from more than one grade level. They are created when
either there are too many students for one class.
 It is more common in smaller schools; an extreme form is the one-room
school.
 Describe learning as ”phases of learning”, rather than as ”age or
year level appropriate” learning.

 Work purposefully with children in selected (according to
capabilities, needs and interests) groups or individually to scaffold
their learning
 https://www.youtube.com/watch?v=XyYG2YiYTVQ