- What is meant by the term curriculum?
A quick search of the Web resulted in these definitions:
- course of study: an integrated course of academic
studies; "he was admitted to a new program at the university"
- In education, a curriculum (plural curricula)
is the set of courses and their contents offered by an institution such as a school or university. In some cases, a curriculum
may be partially or entirely determined by an external body (such as the National Curriculum for England in English schools).
- A program of courses comprising the formal
requirements for a degree in a particular field of study.
- A curriculum is composed of those classes prescribed
or outlined by an institution for completion of a program of study leading to a degree or certificate.
- Academic standards–the knowledge, skills,
and habits of mind students are expected to acquire in particular grade levels (or clusters of grade levels)–and the
units of instruction, often with sample lesson plans, illustrative student activities, and essential and supplementary resources
that can help students reach those standards. Is often designed at the state or school district level by a team of teachers,
curriculum specialists, and other experts.
- The specifications for a course or subject
(module) that describe all the learning experiences a student undergoes, generally including objectives, content, intended
learning outcomes, teaching methodology, recommended or prescribed assessment tasks, assessment exemplars, etc. See also Syllabus.
- A program of courses to be taken in pursuit
of a degree or other objective.
- (plural: curricula)
- A complete program of learning which includes
the following components:
- Definitions of, debates over Clif Conrad and
Kathyn Huggett University of Wisconsin
- or program means the formal educational requirements
necessary to qualify for certificates or degrees.
- The curriculum is the series of courses in
which students are introduced to and master the skills and attitudes (ie, the program outcomes) needed for a graduate engineer.
The courses are organized on the assumption that students increasingly master the desired skills and attitudes as they pass
through a series of courses. Courses taken in the middle and late portion of the curriculum have prerequisite courses that
have defined levels of mastery dictated by the follow on courses.
- This field only applies to resources that have
been identified as French Immersion. A subject list applies to all program types (Core French, Adult French/English, etc..)
can be found in the Controlled Vocabulary in the Advanced Search. The following guidelines have been established for matching
subjects to curriculum areas:
- The set of courses in a particular degree program.
More generally, the courses (in total) offered in a college or university.
- (plural, curricula) often called “discipline.”
All the courses of study offered by Shasta College. May also refer to a particular course of study (major) and the courses
in that area.
- All the courses offered by a college or university.
Also, the course of study required for a specific degree.
- A set of courses leading to earning a degree
or a certificate.
- the aggregate of modules or courses directed
toward a common goal of a given organization. May also refer to a collection of required readings.
- the program of learning developed for students
- a body of courses required for a degree or
a diploma or constituting a major field of study.
- Written Language, exploring language, shaping
text, editing text.
- Structure which a higher education institution
should follow when delivering a degree in social work.
- A set of courses for a particular program.
- A group of required courses leading to a degree
or certificate. Also used to refer to course offerings of a college as a whole.
- The skills, performances, attitudes, and values
pupils are expected to learn from schooling: includes statements of desired pupil outcomes, descriptions of materials, and
the planned sequence that will be used to help pupils attain the outcomes.
- The available courses in a program of study.
- the aggregate of courses offered in an institution;
the approved sequence of courses in a program; the approved sequence of learning activities in a course.
In my opinion, curriculum is the totality of experience that
a student undergoes while under the guidance of a learning institution. There
is both a formal and informal curriculum. The formal curriculum is the planned
and acknowledged content, set of standards, objectives, etc. that a school expects its teachers to teach and its students
to learn. The informal curriculum is the unplanned experiences and activities
that also result in learning, be it social, academic, or otherwise.
- What is the relationship between curriculum & instruction?
use the curriculum to guide their instruction. The curriculum provides a framework
for teachers. Instruction is aligned with the list of objectives, standards,
and/or benchmarks that must be met. Teachers use the curriculum for lesson planning in order to ensure that they are providing
instruction in the areas they need to be. Without a standardized curriculum,
students could receive repeated instruction of a particular topic and never receive instruction on another. Teachers need a set curriculum in order to provide students with the best possible learning environment.
- What are the bases for curriculum planning?
Douglas Fisher in his article on “Curriculum & Instruction for all Abilities and Intelligences”
writes about the elements of an inclusive curriculum design. He suggests six
#1 – Develop a central unit issue, problem, or question
#2 – Identify richly detailed source material
#3 – Design a culminating project
#4 – Design a beginning-of-unit “grabber” or kick-off activity
#5 – Designing interrelated daily lessons
#6 – Design multiple formal and informal assessments
(Fisher, 2000, ¶ 8-13)
and Jean Moore propose a model that asks teachers to aim for higher-order thinking skills and address various learning styles
as they plan new curriculum or update old. When planning instruction, teachers
· consider goals/objectives
or outcomes/standards for their lesson/unit
· list possible questions
and activities for each level on Bloom’s taxonomy and each learning style in Gardner’s theory of multiple intelligences
· look for areas where
technology might support the lesson or activity (2004).
- What criteria can be used to plan, develop, & implement curricula?
There are several important steps that need to be taken when designing curriculum. Most models of curriculum design include steps that could be outlined in the following: determine need,
state or revise aims or goals, state program or project objectives (usually listed
in behavioral or observable terms), and identify evaluation means. According
to Ornstein and Hunkins, all curriculum designs are variations of three design types: the subject-centered, the learning-centered,
and the problem-centered (Doll, 1996, 200-207). Those using the curriculum obviously
need to be included in its developing stages. Once it’s time to implement,
teachers and support staff need to be informed and given training on the new curriculum in order for it to be most effective. Ultimately, teachers are the ones who are in charge of administering the curriculum
so it is important that they believe in it.
- How do values influence curriculum planning?
Values and beliefs influence curriculum planning
because everyone has an opinion about what is important and what should be taught. The
attitudes and values of people most closely concerned with children’s learning (i.e. students, parents, teachers, administrators,
community leaders, politicians, etc.) can vary greatly. These attitudes affect
education. Our values are acquired from the society and the culture to which
we belong. One reason it would difficult to develop a national curriculum is because different areas of the country have differing
values and views on many issues. What is vitally important in one area of the
country may be relatively insignificant in another. Our beliefs and value systems
greatly influence curriculum planning.