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Ped 109

The document discusses the school curriculum, defining it as a structured set of courses and experiences aimed at equipping students with essential knowledge, skills, and values for success. It presents various definitions and perspectives on curriculum, including traditional and progressive viewpoints, highlighting the importance of philosophical beliefs in shaping curriculum interpretation. The nature of curriculum is described as encompassing all learning experiences guided by teachers, both inside and outside the classroom.

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Merry Joy Costillas
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24 views7 pages

Ped 109

The document discusses the school curriculum, defining it as a structured set of courses and experiences aimed at equipping students with essential knowledge, skills, and values for success. It presents various definitions and perspectives on curriculum, including traditional and progressive viewpoints, highlighting the importance of philosophical beliefs in shaping curriculum interpretation. The nature of curriculum is described as encompassing all learning experiences guided by teachers, both inside and outside the classroom.

Uploaded by

Merry Joy Costillas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PED 109

The Teacher and the School Curriculum

MODULE 2, LESSON 21:

The school curriculum (definitions, nature and scope)

Submitted by: Merry joy A. Costillas


Submitted to: Ms. Joselyn Arambola
PED 105-109 INSTRUCTOR

DATE REPORTED:

INTRODUCTION:

A school curriculum is a set of courses, programs, and experiences that are


designed to provide students with the knowledge, skills, and values necessary to
achieve academic and personal success. A well-designed curriculum is essential for
ensuring that students receive a high-quality education that prepares them for life
after school.

OBJECTIVES:

At the end of this topic , we are able to :

1. Define curriculum from different perspective.

2. Describe the nature and scope of curriculum.

Definition of school curriculum

. Comes from the Latin word “Currere” referring to the oval track upon which
Roman chariots raced.

.The new International Dictionary defines that CURRICULUM as the whole body of a
courses in an educational institution or by the department.

.Oxford Dictionary defines CURRICULUM as courses taught in schools or


Universities.

Some definition of school curriculum:

1. Curriculum is a planned and guided set of learning experience and


extended outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the
learner’s continuous and willful growth in personal social competence.(Daniel
Tanner, 1980)

2. It is a written document that systematically described goals planned,


objectives, content learning activities, evaluation procedures and so forth.
(pratt, 1980)

3. The contents of a subject, concepts and tasks to be acquired, planned


activities, the design learning outcomes and experiences, product of culture
and an agenda to reform society make up a curriculum. (schubert 1987)

4. A curriculum includes “all of the experiences that individual learners have


in a program of education whose purpose is to achieve broad goals and
related specific objectives, which is planned in terms of a framework of
theory and research or past and present professional practice”.(hass,1987)

5. It is programme of activities (by teachers and pupils) designed so that


pupils will attain so far as possible certain educational and other schooling
ends or objectives.(Grundy,1987)

6. It is a plan that consist of learning opportunities for a specific time frame


and place, a tool that aims to bring about behavior changes in students as a
result of planned activities and includes all learning experiences received by
students with the guidance of the school.(Goodland and Su, 1992)

7. It provides answer to three questions: 1.what knowledge skills and values


are most worthwhile?2.why are they most worthwhile?3.how should the
young acquire them?(Cronbeth,1992)

Some points of view of other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s point
of view, this has added to fragmentation, and some confusion.

Points of view about the curriculum can either be traditional or progressive


according to the person’s philosophical, psychological and even
psychological orientations. These views can also define what a curriculum is
all about.

Curriculum from traditional points of view

1. Robert M. Hachins – Views curriculum as “permanent studies” where


rules of grammar, reading and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, Rithmetic) should be emphasized in
basic education while liberal education should be the emphasis in College.
2. Arthur Bestor- As an essentialist believes that the mission of the school
should be intellectual training, hence curriculum should be focus on the
fundamental intellectual disciplines of grammar literature and writing. It
should include mathematics, science, history and foreign language.

3. Joseph Schwab- Thinks that the sole source of curriculum is a discipline,


thus the subject areas such as Science, Mathematics, Social Studies, English
and many more.
4. Philip Phenix- Asserts that curriculum should consist entirely of
knowledge which comes from various discipline.

Curriculum from the progressive points of view

1. John Dewey- Is a famous proponent of progressivism. He argues that


reflective thinking is important. It is a tool to unify all the curricular elements,
such as aims, goals, and objectives; subject matter/content; learning
experiences; and evaluation approaches. For him, it is important to test the
knowledge or thought through application, or the learning by doing, which
became influential in education. His famous philosophy is pragmatism.

2. Holin Caswell and Kenn Campbell- Viewed curriculum as all


experiences children have under the guidance of teachers.
3.Othaniel Smith, William Stanley and Harlan Shores- Share the same
view that the curriculum, as the way Caswell & Campbell view it, as “a
sequence of potential experiences set up in the schools for the purpose of
disciplining the children and the youth while doing group activities.”

4.Colin Marsh and George Willis- Also viewed curriculum as the


experiences in the classroom which are planned and enacted by the teacher
and also learned by the students.

Nature

The nature of curriculum has given rise to many interpretations depending


on a person’s philosophical beliefs.
CURRICULUM is what is taught in school , a set of subjects, a content, a
program of studies, a set of materials, a sequence of courses, a set of
performance objectives, everything that goes within the school. It is what is
taught inside and outside of school directed by the teacher, as a series of
experiences undergone by learners in school or what individual experiences
as a result of school. In short. Is the total learning experiences of the learner
under the guidance of the teacher.

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