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Unit 1b Edited Basic Elements and Types of Curriculum-1

The document outlines the basic elements of curriculum as proposed by Kerr, which include curriculum objectives, knowledge, learning experiences, and evaluation. It discusses various types of curricula such as formal, informal, non-formal, hidden, and null curricula, highlighting their characteristics and interrelationships. Additionally, it emphasizes the principles of curriculum construction and the distinction between live and inert curriculum, stressing the need for flexibility and responsiveness to learners' needs.

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Waz Amin
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3 views27 pages

Unit 1b Edited Basic Elements and Types of Curriculum-1

The document outlines the basic elements of curriculum as proposed by Kerr, which include curriculum objectives, knowledge, learning experiences, and evaluation. It discusses various types of curricula such as formal, informal, non-formal, hidden, and null curricula, highlighting their characteristics and interrelationships. Additionally, it emphasizes the principles of curriculum construction and the distinction between live and inert curriculum, stressing the need for flexibility and responsiveness to learners' needs.

Uploaded by

Waz Amin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Unit 1b: Curriculum

Planning
BY Y CHAKASIKA
Basic elements of curriculum

 To understand curriculum better lets look at its


components. What are they?
 Kerr’s suggests four interrelated components/elements:
1) Curriculum objectives
2) Knowledge (content)
3) Learning experiences (methods) and
4) Curriculum evaluation
Purposes/Goals and Objectives
Content/knowledge/subject matter
Methodology/Pedagogy
Relationships among the
elements of curriculum

 Study the figure below which shows the relationship between the four
elements of curriculum.
Relationships among the
elements of curriculum

 Activity 1
1)What shape is given to the figure above?
2)What do you think are the relationships
among the curricular elements as portrayed
in the figure?
Relationships among the
elements of curriculum

 That shape is called a regular tetrahedron.


 As you can see from the regular tetrahedron, you may note the following:
1) all
the four elements are not neat, discrete categories but rather they
are closely related,
2) individual
Curriculum component can not be scrutinized in isolation,
since each component affects and influences the rest. Since these
components are interdependent, each has to be evaluated in
conjunction with the others.
3) decisions regarding any one of them are dependent on decisions made
on others
Types of curricula
 Activity 2
 You might have heard about some types of
curricula. In pairs List down any one type of
curricular that you have heard before?
 Describe the types of curricular you listed
above.
Types of curricula (Cont…)

 An intricate analysis of the curricula has given rise to


so many types of curriculum

 Total Curriculum
 AV Kelly (1999) defines total curriculum as “the entire (total)
programme(s) of an educational institution.”
 An educational institution has programmes, and all the
programs offered by an educational institution qualify as the
total curriculum
Types of curricula (Cont…)

 Formal curriculum (alias academic curriculum)


 It is a programme, ordered and sequenced, taught
and learnt methodically over a defined period of time
and intended (more often than not) for a defined age-
group or succession of age-groups.
 In this sense it seems quite close to a syllabus or a
group of syllabuses
 The formal curriculum creates a lot of ambiguities.
Formal curricula

 Ambiguities in formal curriculum


 These ambiguities give rise to four types of
formal curricular
1)the official (planned or rhetoric) curriculum
2)the actual curriculum
3)the taught curriculum
4)the learnt curriculum
Formal curricula

1) The official curriculum


 is the official legally enshrined curriculum.
 This is curriculum as a plan (on paper) and comes from central
government.
2) The actual curriculum (curriculum-in-action)
 It is curriculum as a process. The planned and structured
educational experiences designed to help learners achieve specific
learning outcomes.
 Includes content methods and evaluation strategies.
Formal curricula

3. The taught or implemented curriculum


 It is what the teacher teaches
4. The learnt or achieved or effective
curriculum
 It is what the pupils have actually learnt
Types of curricula (Cont…)

 Informal curriculum
 It is the portion of school’s teaching and learning goals and related
processes which are not (or are less) methodical, sequenced and
timetabled”
 These are always associated with good aspects of behaviour that
the school teaches but are not planned.
 Examples of these include: (politeness; consideration for others;
civic consciousness; obedience to authority; punctuality; and
neatness.)
Types of curricula (Cont…)

 Non-formal
 These are planned activities that are usually voluntary and take place
after school hours.
 Non-formal curricula are divided into Extra curricula and Co-curricula
activities.
 They are useful, they complement normal class activities and help the
child’s all-around development and require proper planning.
 Examples: -Extra-curricula: sports, games, non-academic clubs
-Co-curricular: academic clubs and societies.
Types of curricula (Cont…)

 Hidden curriculum
 Refers to the “collateral or side effects ‘messages’ often worrying or
regrettable ones that a school may convey to its students”.
 These are seen as the by-products of the organisation of the curriculum
and of the school.
 They are always viewed in negative terms. They are not overtly stated
and most of the times are unintentionally passed.
 learners seeing themselves as failures, male chauvinism, racism,
feminism and sexism.
 The role of the school is to minimise them. Why and How?
Types of curricula (Cont…)

 Null” curriculum
 Refers to “what students do not have an opportunity
to learn because certain matters were not included
in the curriculum”
 Note: knowledge is just too broad and it is impossible to
include everything into the school curriculum, some of the
knowledge is left out of the curriculum.
Live VS Inert Curriculum

 Some scholars emphasize on what they called 'operative curriculum',


'functioning' or 'live' curriculum.
 While accepting these broad generalizations, some curriculum experts
think of curriculum as a written plan (a written document), called
variously the 'curriculum document' or 'inert curriculum;
Live VS Inert Curriculum

 The binary distinction - the 'inert' and 'live' curriculum - is based


on the observations that:
 i) no written plan can be implemented to its last word in
practice, i.e., in a classroom situation the plan sifts through the
agencies like teachers, learners, examiners, etc., and, therefore,
only a diluted version of the written plan gets actualized; and
 ii) in the actual classroom many unforeseen and hidden
factors come into play, and thus the otherwise tangible
written plan ceases to be tangible at the operational level.
Live VS Inert Curriculum

 Curriculum document (inert) can only suggest and outline


its potential as an abstraction whereas the operative or live
or functioning curriculum brings forth what portion of that
potential is achievable or has been achieved.
Live VS Inert Curriculum

 In order to reduce this gap between the curriculum document and the
operative curriculum, practical steps to bring about a compromise
between the two have been suggested and implemented.
1. The curriculum document should prescribe specific content in a way that
teachers and others involved in implementing it see clearly what the
focus or the thrust of the content is,
2. BUT, at the same time this prescription should be general enough
to allow the selection and organization of content in accordance
with the needs of learners, their interests, their levels of
understanding, the conventions of teaching, teaching styles,
teacher abilities, the sensitivity of the teacher, etc.
Principles of Curriculum Construction

 1. Principles of Child Centeredness


 2. Principle of Community Centeredness
 3. Principle of Activity Centeredness
 4. Principle of Variety
 5.Principle of Co-ordination (proper arrangement and sequence)
and Integration (cutting across subjects and emphasizing
unifying concepts)
 6.Principle of Conservation (preservation and transmission of
past experiences)
Principles of Curriculum Construction

 7. Principle of Creativity (help students modify the environment


according to their needs)
 8. Principle of Forward Looking
 9. Principle of Flexibility
 10. Principle of Balance
 11. Principle of Utility
 12. Principle of Correlation (promote natural affinity between
subjects and link theory and practice)
 13. Principle of Sensitivity to changing Needs and values
Self assessment

Self assessment Activity


1) List 4 elements of curriculum?
2) Explainthe interrelationship among the 4
elements of curriculum?
3) Distinguish different types of curricular?

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