The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.

1. M.Vijayalakshmi
Assistant Professor

2. Knowledge and Curriculum
Unit VI
Meaning
and
Nature of Curriculum

3. Unit VI
Meaning and Nature of Curriculum
Meaning, definition and concept
of curriculum – Structure of
curriculum – Dynamics of
curriculum – Changing concepts
of curriculum.

4. Meaning of Curriculum
• Latin word – Curricere/Currere –
means – ‘A Race Course’ or ‘Run
way’
• In Education – ‘Work field of
student’
• Course means curriculum
• Race refers students experiences
and activities
• Simply – A course of study

5. Definitions of Curriculum
• Curriculum is a tool in the hands of
artist (teacher) to mould his
material (pupil) according to his
ideal (objectives) in this studio
(school)
- Cunningham

6. Frobel's
• "Curriculum should be conceived as an
epitome of the rounded whole of the
knowledge and experience of the human
race“
 Munroe's
• “Curriculum includes all those activities
which are utilized by a school to attain the
aims of education"

7. Secondary Education Commission
• "Curriculum does not mean the academic
subject taught in the school but it includes
the total experience that a child receives at a
school".
 Horne's
• "Curriculum is that which is taught to the
students. It is more than reading and writing.
It includes practices, activities, industry,
vocation and acquiring knowledge".

8. Concept of Curriculum
• It is dynamic as the changes that occur in
the society
• In a narrow sense it is viewed merely as a
listing of subjects to be taught in school.
• In a broad sense, it refers to the total
learning experiences of individuals not only
in schools but in society as well

9. • Systematic group of courses or sequence of
subject required for graduation or
certification in a major field of study.
• A general overall plan of the content or
specific materials of instruction that the
college should offer the student by way of
qualifying him for graduation.

10. • A body of prescribed educative
experiences under the supervision of an
educational institute, designed to
provide an individual with the best
possible training and experience to fit
him for the society of which he lies as a
part or to quality him for a trade or
profession

11. Common concepts of curriculum
• Scope and sequence.
• Syllabus.
• Content outline.
• Standards.
• Textbooks.
• Course of Study.
• Planned Experiences .

12. Types of Curriculum
Overt, explicit or written curriculum –
• It consists of formal instruction of schooling
experiences. It is a curriculum document, texts,
supportive teaching materials that are overtly
chosen to support the instructional agenda of a
school. This curriculum consists of written
understandings and directions formally
designated and reviewed by curriculum
directors and teachers.

13. Societal Curriculum
• This is an informal curriculum of family, peer
groups, neighborhoods, organizations,
occupations mass media. This curriculum
include facebook, twitter and other internet
based media.

14. The Hidden Curriculum
• This is implied by the structure and nature of
schools. It consists of the kinds of learning
children derive from the nature of
school, Instruction from the classroom,
Behaviours, competition for grades. It includes
both positive or negative messages

15. The Null Curriculum
• It consists of the things that we do not teach.
It gives students messages that these
elements are not important in their
educational experiences. For example we
teach about wars but not peace, we teach
about certain cultures and histories but not
about others. Both our choices and our
omissions send messages to students

16. Phantom Curriculum
• It consists of the message prevalent in and
through exposure to any type of media.
These components and message play a major
role in the enculturation of students into the
predominant culture

17. Concomitant Curriculum
• What is taught, or emphasised at home or
those experiences that are part of a family's
experiences or related experiences approved
by the family. This includes, values, ethics,
morals and behaviours

18. Rhetorical Curriculum
• It consists of ideas offered by policy makers,
school officials, administrators, politicians.
This curriculum may come from professional
involved in concept formation and content
changes resulting from decision based on
national and state reports. This curriculum
may also come from updated pedagogical
knowledge

19. Curriculum-in-use
• This is also called formal curriculum comprises
those things in textbooks and content and
concepts. This is the actual curriculum-in-use
delivered and presented by each teacher

20. Received Curriculum
• This consists of things that students actually
take out of classrooms. These are concepts
and contents that are truly learned and
remembered

21. Internal Curriculum
• It consists of the 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. It is unique to each student.
Educators can explore this curricula by using
instructional assessments like exercises,
discussion to see what students really
remember a lesson

22. The Electronic Curriculum
• It consists of lessons learned through
searching the internet for information. This
Curriculum may either be formal or informal.
It has a great deal of information

23. General Structure of a Curriculum
Introduction
• It describes the social and economic
environment in which teaching and learning
occur.

24. Educational Policy Statements
• It describes the government goals for
education, such as universal literacy and
normally the development of skills needed for
economic prosperity and the creation of a
stable and tolerant society.

25. Statement of Broad Learning Objectives and
Outcomes
• It describes what students should know and
be able to do when they complete their
school education. Outcomes should be
expressed in a range of domains, including
knowledge, understanding, skills and
competencies, values and attitudes

26. Structure of the Education System
• It describes the school system within which
the curriculum structure is to be applied. It
specifies, number of years of showing, stages
of schooling and their durations, and number
of weeks in the school years, hours or
teaching periods in the school week

27. Curriculum Content Learning Areas and
Subjects
It describes the following
• The pattern of subjects or learning areas to
be studied in each stage.
• A brief description of each subject and the
contribution it makes to the achievement of
learning out comes.
• The number of hours to be assigned to each
subject or learning area in each stage

28. Implementation
It describes the following
• Teachers qualifications, teaching load.
• Number of students per class in each subject.
• Materials such as textbooks, equipments etc.

29. Teaching Methodology
New Innovation
• It describes the range of teaching approaches
that might be employed in the
implementation of the curriculum

30.  Assessment
• Due to new innovation in the educational system,
it is necessary to change the curriculum in
order to work together for the development of
the society.
• There are innovations in the teaching methods,
new ways of assessment.
• It describes the importance of assessing the
extent to which students achieve the outcome
established for each subject, and
recommendation of types of assessment
strategies such as written, oral, performance and
practical skills.

31. Dynamics of Curriculum
• Dynamics of curriculum means changing the
courses and subjects according to current
trends.
• Dynamic means movement and change.
• So, dynamics of curriculum means change in
curriculum according to the needs of the
society's new innovation and new policy on
education

32. Societal Needs
• A change in the curriculum is necessitated by
societal needs.
• Curriculum aims at educating the individual in
the society and improving the way of life.
• A good knowledge of the society, their
interests, needs, aspirations, expectations and
value system is vital.
• Thus the curriculum should be dynamic and is
meant to serve the society

33. New Innovation
• Due to new innovation in the educational
system, it is necessary to change the curriculum
in order to work together for the development
of the society.
• There are innovations in the teaching methods,
new ways of assessment of learning, inventions
in sciences, and new technology in learning.

34. • These changes necessitates changes in
curriculum design and structure.
• Educators and administrators effect these
changes in their planning.
• Classroom teaching-learning process should
be changed in accordance with the new
technology.

35. New policy on education
• The economy has changed. It demands skilled
men and women.
• The objectives of education in our country
has been changed and hence the curriculum
has to be changed to meet the new
objectives.

36. Characteristics of Dynamics of Curriculum
• The needs of learners are more important in
determining curriculum planning.
• Curriculum dynamics is a more realistic way
of handling curriculum development.
• Developments are free to be more creative.

37. • It offers flexibility.
• Developments may commence at any point
in the curriculum process that is appropriate
to the needs of the learners.
• It allows retracing of the stages of curriculum
process to prefer any inclusion in the
curriculum.
• Reflects the teaching situation more suitable
to the classroom situations.

38. • It takes into consideration the background
and experience of students and teachers.
• It makes the curriculum intentionally
dynamic.
• It allows constant revision of curriculum.
• It also allows curriculum evaluation and helps
to identity teaching and learning and guide
our design of curriculum.
• It provides structure for the systematic
organization of curriculum.

39. Changing Concepts of Curriculum
• Curriculum is a runway for attaining goals of
education.
• It is considered as a blueprint of an
educational programme.
• The basis for any major curriculum change is
significantly to improve the existing
curriculum.

40. • Change is a constant law of nature.
• Technological advancement and explosion
of knowledge is the basic reason of varying
style of change.
• Changes lead to improvement.

41. • Community.
• Technology.
• Political economy.
• People want more and more from public
education.
• Demands of government.

42. Factors Affecting
Changing Concepts of Curriculum
Socio - Political Factors
• Educators and educational policy makers
changes concepts, of curriculum to include
political and social needs of society.

43. Economic Factors
• Economic status of the people and the state
play a role in the changing concept of
curriculum.
• The aspirations of people, their demands and
expectations from particular courses or
curricular inclusion at various stages of
education effect the changes in curriculum
concepts

44. Non – Curriculum Idea
• The non-curriculum idea of approaching
content development on the basis of
questions of problem conditions is emerging .
Interdisciplinary
• The inter-disciplinary emphasis in curriculum
is growing.

45. Educational Technology
• Educational technology and continuous pupil
progress curricula are altering elementary and
secondary curricula.
Globalization
• Current international trends and the
development of information technology make
change in the concept of curriculum.

46. Evaluation of Curriculum
• Evaluating the existing curriculum changes the
concept of curriculum.