Tag Archives: Nature of curriculum

Advance Curriculum Theory (Elementary Level), M. Ed.

Curriculum as a Body of Socially Organized Knowledge

3 May 2023 Harshita Jain Leave a comment

Curriculum as a Body of Socially Organized Knowledge means curriculum can be viewed as a body of socially organized knowledge that is developed and presented to learners in a structured manner.

Few Points to Consider :

This knowledge is not created in isolation, but is shaped by social, cultural, and political factors. In other words, curriculum is a product of the society in which it is developed and is reflective of the values, beliefs, and priorities of that society.
The organization of knowledge in the curriculum is typically guided by the learning objectives and outcomes that are desired for the learners. The knowledge is arranged in a sequence that is appropriate for the age, grade level, and development of the learners.
The curriculum content is often organized into subject areas, such as language arts, mathematics, science, and social studies, but can also include other areas such as the arts, physical education, and technology.
The curriculum is also socially organized in the sense that it reflects the social and cultural values of the society in which it is developed. For example, a curriculum in a particular country may emphasize the importance of learning about the history and culture of that country, as well as the values and beliefs that are important to that society.
The curriculum may also reflect political factors such as government policies and educational reforms.
Curriculum development is a complex process that involves input from a range of stakeholders, including educators, policymakers, parents, and students. The curriculum is shaped by these stakeholders, who bring their own perspectives and priorities to the process. For example, educators may be concerned with ensuring that the curriculum is relevant and engaging for their students, while policymakers may be focused on meeting national standards and benchmarks.

Also Visit : Prep with Harshita

In summary, curriculum can be viewed as a body of socially organized knowledge that is developed and presented to learners in a structured manner. It reflects the values, beliefs, and priorities of the society in which it is developed, and is organized to facilitate learning among individuals in that society. Curriculum development is a complex process that involves input from a range of stakeholders and is shaped by a variety of social, cultural, and political factors.

Characteristics of a Good Curriculum

2 May 2023 Harshita Jain Leave a comment

A good curriculum is essential for effective teaching and learning. It provides a clear framework for educators to guide their instruction, and it ensures that students acquire the knowledge and skills they need to succeed in school and beyond.

Here are some of the characteristics of a good curriculum:

Clear and coherent structure:

A good curriculum should have a clear and coherent structure that is easy for educators to understand and implement. It should include a set of learning objectives, a sequence of instruction, and assessments that align with the objectives. The structure should be consistent across grade levels, subjects, and schools to ensure consistency and continuity in learning.

Relevant and meaningful content:

A good curriculum should be relevant and meaningful to students. It should be designed to meet the needs and interests of the students and should include real-world examples and applications. It should also reflect the cultural and linguistic diversity of the student population.

Standards-based:

A good curriculum should be aligned with academic standards, such as state or national standards. The standards should be clear and specific, and the curriculum should provide a roadmap for teachers to help students achieve the standards. The curriculum should also be updated periodically to reflect changes in the standards.

Engaging and challenging:

A good curriculum should be engaging and challenging for students. It should include activities that are interactive, hands-on, and relevant to students’ lives. It should also provide opportunities for students to apply their knowledge and skills in new and complex situations.

Differentiated:

A good curriculum should be differentiated to meet the diverse needs of students. It should include strategies and resources to support students with different learning styles, abilities, and backgrounds. It should also provide opportunities for advanced students to deepen their learning and for struggling students to receive additional support.

Formative and summative assessments:

A good curriculum should include both formative and summative assessments. Formative assessments are used to monitor student progress and adjust instruction as needed. Summative assessments are used to measure student achievement at the end of a unit or course. Both types of assessments should align with the learning objectives and provide useful feedback for students and teachers.

Continuous improvement:

A good curriculum should be continually improved based on feedback from students, teachers, and other stakeholders. It should be reviewed periodically to ensure that it is effective and relevant. The curriculum should also be flexible enough to adapt to changes in technology, society, and the needs of students.

Inert and Live Curriculum

2 May 2023 Harshita Jain 3 Comments

The terms “inert” and “live” curriculum were coined by Hilda Taba, an influential educator and curriculum theorist in the 20th century. She used these terms to describe two different types of curriculum, each with its own strengths and weaknesses.

Inert Curriculum:

The inert curriculum refers to the formal curriculum that is written down, structured, and planned by educational authorities, experts, or textbook writers. It includes subject matter, learning objectives, assessments, and textbooks, among other things.

Inert curriculum is often seen as static, inflexible, and rigid because it is designed to ensure consistency and standardization across schools and regions. It aims to teach students specific knowledge and skills that are deemed important by the authorities who design it.

However, inert curriculum has its strengths as well. It provides a clear and coherent structure for teaching and learning, which can help students to build a strong foundation in a particular subject or field. It can also provide a framework for assessing student learning and for holding teachers and schools accountable for the quality of education they provide.

Live Curriculum:

The live curriculum, on the other hand, is the curriculum that students actually experience in the classroom. It is influenced by the teacher’s teaching style, the students’ interests and prior knowledge, and the classroom environment. The live curriculum is more fluid and dynamic than the inert curriculum and changes from class to class, and year to year.

The live curriculum may incorporate student-centered approaches, such as inquiry-based learning, problem-based learning, or project-based learning, where the students take an active role in shaping their own learning experiences. This approach allows for more student agency and voice in their learning.

The live curriculum is also shaped by the informal learning that occurs outside the classroom, including extracurricular activities, social interactions, and personal experiences. This type of learning is often experiential and helps students to develop social-emotional skills and other important life skills.

The live curriculum can be seen as more authentic, relevant, and meaningful to students than the inert curriculum. It is designed to meet the unique needs of individual learners, which can lead to better engagement and motivation.

Balancing Inert and Live Curriculum:

The challenge for educators is to balance the inert and live curriculum. The inert curriculum provides a necessary structure and framework for teaching and learning, but it should not be the only focus of instruction. The live curriculum allows for more flexibility and creativity, but it should be grounded in a strong foundation of knowledge and skills.

In order to create an effective curriculum, teachers should use the inert curriculum as a guide, but also be open to adapting and modifying it based on the needs and interests of their students. They should also be mindful of the informal learning that is taking place outside of the formal curriculum, and look for opportunities to incorporate it into their instruction.

Also Read : Stages in Curriculum Development

In summary, the inert curriculum refers to the formal curriculum that is planned and structured, while the live curriculum refers to the actual curriculum that is experienced by students. Both types of curriculum have their own strengths and weaknesses, and a balance between the two is necessary for effective teaching and learning.