Concept of Curriculum

Synopsis: at our first class, madam Soinim taught us about Curriculum and
Pedagogy. Start from the basic, we learn concept, definition, plan of curriculum,
etc. Same way too for pedagogy. Addition, we learn to about the historical
foundation of curriculum, recent development in education, three ways of thinking
about teaching, and etc.
Concept of Curriculum
Curriculum- has to do with the answers to such commonplace questions as; “what
can and should be taught to whom, when, and how?” (Eisner & Vallance, 1974).
“Curriculum is all planning for the classroom” (Begg, 2005).
Definition of Curriculum
Curriculum is "content" or "subject matter" of instruction. The content

includes the whole range of matters in which the student is expected to gain some
knowledge and competence. (Philip Phenix, 1962)
Curriculum as content, as learning experiences, as behavioral objectives, as a

plan for instruction, and as a nontechnical approach. (Fred C. Lunenburg,
International Journal of Scholarly Academic Intellectual Diversity, 2011)
The curriculum is all the experiences that in 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.
Note: About the definition of curriculum given, what I understand, curriculum is

“content” of program education that’s all related to how student can gain some
knowledge. That is the purpose of curriculum. It is also as a plan for approach
instruction to the children or student development through the world of knowledge.
From curriculum, the children will experience and learning new things.
Curriculum Plan
Who should be in curriculum plans for the classroom?
Who should determine what is taught? And
What material should be taught?
Who determines the curriculum can only be one or more for the following?
① Students’ need or wants;
② Teachers’ knowledge and expertise; or
③ Government’s policies in response to society’s problems or issues.
Educational Philosophy
1. What is knowledge and understanding?
2. What is worth knowing?
3. What does it mean to learn?
4. How do you know that learning has taken place?
5. What should be the role of a teacher?
6. What should be the role of the student?
7. What is the ultimate purpose of education?
8. What are your core educational values?
Historical Foundation of Curriculum

-Curriculum prepares students for adult life.
Werret Charters (1875-1952)

Emphasis on students’ needs by listening of objectives and matching these
with corresponding activities ensures that the content or subject matter is
related to objectives. The subject matter and the activities are planned by
the teacher.
-Child-centered: child development and growth. The curriculum develops
social relationships and small group instruction.
Harold Rugg (1886-1960)

Child-centered; the statement of objectives and related learning activities
and produce outcomes. Harold Rugg emphasized social studies and the
teacher plans curriculum in advance.
ADDITION: Ralph Tyler
Focus on student’s need and interest. Curriculum is related to instruction.

Subject matter is organized in terms of knowledge, skills and values. The
process emphasizes problem solving. The curriculum aims to educate
generalists and not specialists.
Recent Development in Education

Countries: United States, Australia, New Zealand, the United Kingdom, and
Singapore, more emphasis on the teaching of core skills and enhance global
competitiveness.
United States – “Work place know-how” – (3) foundation skills categorized
as literacy skills, thinking skills, and personal qualities. (SCANS report,
1991)
Australia – emphasis on a need for competencies required by workers.

New Zealand – emphasis on development of essential skills to achieve a
better placing in the international economic arena and to ensure all its
young people gain knowledge, skills, understanding, and attitudes.
United Kingdom – emphasis in changing workplace all workers will need

broad-based qualifications.
Singapore – develop in our young the core skills and competencies, as well
as mindsets, that will enable them to learn continuously throughout their
lives.
Key Features of New Curriculum
① Emphasis on employability training

② Explicit teaching
③ Implicit training
④ Introduction of more common core technical modules and electives
⑤ Introduction of project module
⑥ Testing underlying concepts and employability skills
⑦ Competence – based assessment
⑧ Pedagogic – models
Concept of Pedagogy
The growing focus on teaching - In Europe concern with the process and
content of teaching
and instruction developed significantly in the sixteenth and seventeenth
centuries. It was, however, part of a movement that dated from 300 – 400
years earlier. In the sixteenth and seventeenth centuries we see, for
example:
- A growing literature about instruction and method aimed at schoolteachers.

The grouping together of different areas of knowledge in syllabi which set out
-
when was to be instructed.
A focus on the organization and development of schools (Hamilton,

1991:138).
Pedagogy – The art, science of profession of teaching

Word origin: Greek word paidagogos, paid=child, agogos=leader
(slave who took
child to school)
Defined as the exploration of effective teaching and learning
strategies.
Also defined as the art and science of teaching children. In the

pedagogical model,
the teacher has full responsibility for making decisions about what will
be learned
how it will be learned, when it will be learned, and if material has been
learned.
Pedagogy, or teacher-directed instruction as it is commonly

known, place the
student in a submissive role requiring obedience to the teacher’s
instructions.
It is based on the assumption that learners need to know only

what the teacher
teaches them.
The result is a teaching and learning situation that actively promotes

dependency
on the instructor. (Knowles, 1984)
Effective teachers “have a
rich understanding of the subjects
they teach
and appreciate h
ow knowledge in their subject is
created, organized, linked to
other
disciplines and applied
to real-world settings. While
faithfully representing the
collective wisdom of
our culture and upholding the
value of disciplinary knowledge,
they also develop the
critical and analytical capacities
of their students”
(NBPTS 1999, 3-4 in Lovat, ACDE p12)
 Two myths about teaching: (Shulman in Lovat, p12)
1. Good teaching follows naturally from subject mastery
2. A good teacher can teach anything at all.

Good pedagogy requires a broad repertoire of strategies and sustained
attention to what produces student learning in a specific content domain,
with a given group of students and a particular teacher.
Teaching Models
classrooms students learn models for:
• Extracting information and ideas from lectures and presentations

• Memorising information
• Building hypotheses and theories
• Attaining concepts and how to invent them
• Using metaphors to think creatively
• Working effectively with other to initiate and carry out co-operative tasks
Note: This is all i take from my lecturer,
madam Soinim from this topic.
Pedagogy, it is teacher-directed
instruction. the good pedagogy requires
a broad repertoire of
strategies and sustained attention
to what produces student learning in a
specific contain
domain.
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Synopsis: at our first class, madam Soinim taught us about Curriculum and

Curriculum is "content" or "subject matter" of instruction. The content

Curriculum as content, as learning experiences, as behavioral objectives, as a

The curriculum is all the experiences that in individual learners have in a

Note: About the definition of curriculum given, what I understand, curriculum is

Historical Foundation of Curriculum

Werret Charters (1875-1952)

Harold Rugg (1886-1960)

Focus on student’s need and interest. Curriculum is related to instruction.

Recent Development in Education

Australia – emphasis on a need for competencies required by workers.

United Kingdom – emphasis in changing workplace all workers will need

① Emphasis on employability training

- A growing literature about instruction and method aimed at schoolteachers.

A focus on the organization and development of schools (Hamilton,

Pedagogy – The art, science of profession of teaching

Also defined as the art and science of teaching children. In the

Pedagogy, or teacher-directed instruction as it is commonly

It is based on the assumption that learners need to know only

The result is a teaching and learning situation that actively promotes

 Two myths about teaching: (Shulman in Lovat, p12)

1. Good teaching follows naturally from subject mastery

2. A good teacher can teach anything at all.

• Extracting information and ideas from lectures and presentations

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