SOCIAL SCIENCE
CURRICULUM
The Concept of
curriculum
The term curriculum is
derived from the Latin word currere which mean path. In this sense
curriculum is the path through which the student has to go forward in order to
reach the goal envisaged by education usually the term curriculum is understood
as a group of subjects prescribed for study in a particular course. But
curriculum is not confined to this narrow concept. Curriculum should in
no way to considered as synonymous with courses of study. The course of
study does list much of the content to be learnt and indicate some of the major
activities but these form only part of the curriculum. Curriculum should
be considered as a broad-based term encompassing every aspect concerning a
course of study. Curriculum for a course of study may be conceived us the
totality of experiences a pupil is exposed to within the boundaries of the
school and outside while undergoing that course, with a view to achieve the
anticipated educational goals.
There are four curriculums:
Explicit curriculum: subjects that
will be taught, the identified "mission" of the school, and the
knowledge and skills that the school expects successful students to acquire
Implicit curriculum: lessons that
arise from the culture of the school and the behaviors, attitudes, and
expectations that characterize that culture
Null curriculum: topics or
perspectives that are specifically excluded from the curriculum
Extra curriculum: school-sponsored programs that are
intended to supplement the academic aspect of the school experience
Definition of
curriculum
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Curriculum is a tool
in the hands of an artist (teacher) to mould his material (pupils) according to
his ideals (objectives) in his studio (school) – Arthur Cunningham
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Curriculum is that
which the pupil is taught. It involves more than the act of learning and
quiet study. It involves occupations, productions, achievement, exercise
and activity - H.H. Horne.
·
Curriculum embodies all the experiences, which are utilized by
the school to attain the aims of education – Munroe
·
Curriculum is made up of everything that surrounds the learner in
all his working hours - H.L. Laswell
CURRICULUM, SYLLABUS AND
TEXTBOOK
When it comes to education, the two concepts which pop up in our
mind is syllabus and curriculum. People are quite confused between these two,
although the fact is that there is a difference. If we talk about the syllabus,
it is focused towards a particular subject. Unlike curriculum,
which is related to the all-round development of a student.
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Basis
for Comparison
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Syllabus
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Curriculum
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Meaning
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Syllabus is the
document that contains all the portion of the concepts covered in a subject.
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Curriculum is the
overall content, taught in an educational system or a course.
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Origin
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Syllabus is a Greek
term.
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Curriculum is a Latin
term.
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Set for
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A subject
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A course
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Nature
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Descriptive
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Prescriptive
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Scope
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Narrow
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Wide
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Set out by
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Exam board
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Government or the
administration of school, college or institute.
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Term
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For a fixed term,
normally a year.
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Till the course
lasts.
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Uniformity
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Varies from teacher
to teacher.
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Same for all
teachers.
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Definition of Syllabus
The syllabus is defined as the documents that consist of topics
or portion covered in a particular subject. It is determined by the examination
board and created by the professors. The professors are responsible for the
quality of the course. It is made available to the students by the teachers,
either in hard copy or electronic form to bring their attention towards the
subject and take their study seriously.
A syllabus is considered as a guide to the in charge as well as
to the students. It helps the students to know about the subject in detail, why
it is a part of their course of study, what are the expectations from students,
consequences of failure, etc. It contains general rules, policies,
instructions, topics covered, assignments, projects, test dates, and so on.
Definition of Curriculum
The curriculum is defined as the guideline of the chapters and
academic content covered by an educational system while undergoing a particular
course or program.
In a theoretical sense, curriculum refers to what is offered by
the school or college. However, practically it has a wider scope which covers
the knowledge, attitude, behaviour, manner, performance and skills that are
imparted or inculcated in a student. It contains the teaching methods, lessons,
assignments, physical and mental exercises, activities, projects, study
material, tutorials, presentations, assessments, test series, learning
objectives, and so on.
The curriculum is well planned, guided and designed by the
government or the educational institution. It is aimed at both physical and
mental development of a student. It is the overall learning experience that a
student goes through during the particular course of study.
Key Differences Between Syllabus and
Curriculum
The basic differences between syllabus and curriculum are
explained in the point given below:
·
The syllabus is described as the summary of the topics covered
or units to be taught in the particular subject. Curriculum refers to the
overall content, taught in an educational system or a course.
·
Syllabus varies from teacher to teacher while the curriculum is
same for all teachers.
·
The term syllabus is a Greek origin, whereas the term curriculum
is a Latin origin.
·
The curriculum has a wider scope than the syllabus.
·
The syllabus is provided to the students by the teachers so that
they can take an interest in the subject. On the other hand, normally the
curriculum is not made available to the students unless specifically asked for.
·
Syllabus is descriptive in nature, but the curriculum is
prescriptive.
·
Syllabus is set for a particular subject. Unlike curriculum,
which covers a particular course of study or a program.
·
Syllabus is prepared by teachers. Conversely, a curriculum is
decided by the government or the school or college administration.
·
The duration of a syllabus is for a year only, but curriculum
lasts till the completion of the course.
Curriculum and Syllabus are the terms of education, imparted to
the students by teachers. It means the knowledge, skills or qualifications that
are passed on from one generation to another. A subject syllabus is a unit of
the curriculum.
The two terms differ in a sense that curriculum is a combination of some
factors which helps in the planning of an educational program, whereas a
syllabus covers the portion of what topics should be taught in a particular
subject.
Textbook
A textbook or course book
is a manual of instruction in any branch of study. Textbooks are produced
according to the demands of educational institutions. Schoolbooks are
textbooks and other books used in schools. Although most textbooks aren't only
published in printed format, many are now available as online electronic books.
PRINCIPLES OF CURRICULUM
CONSTRUCTION
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·
Constitutional
Values
·
Enabling
Inclusion and Agency
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Application-Orientation
and Innovation
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Learner-centrism
·
Interdisciplinarity
and ReflexivityOpen Education
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Excellence
Principle of Curriculum Construction:The content of curriculum is determined on
the basis of some academic principles which are stated below:
(1) Aims of
education and objectivity:
Life is complex. A
curriculum should reflect the complexities of life. In other words, in
farming the curriculum one should take into consideration the aims and
objectives of education.
(2)
Child-centric principle:
The curriculum
should be framed according to the actual needs, interests and capacities of
the child. That means a curriculum must be child-centric as modern education
is child-centered.
(3) Principles of
civic and social needs:
Man is a social
being. He lives in the society. The child develops in the society. Modern
education aims at both developments of the individuality of the child as well
as the development of the society.
(4) Principle
of conservation:
Man has conserved
experiences very carefully for better adaptability. Education is regarded as
a means of deserving the cultural heritage of humanity. The school serves
two-fold functions in this regard- preservation of the past experiences and
transmission of experiences.
(5) Principles
of creativeness:
Education not only
conserves that past experiences of humanity but also helps an individual to
develop his innate potentialities.
(6) Principle
of forward-looking:
The aim of
life-centered education is not limited to the present life-situations in the
family and society. Hence, education must prepare the child of shouldering
future responsibilities. So in farming the curriculum we must take into
consideration the future needs of the child as well as the needs of the
society.
(7) Principle of
preparation for living:
The children should
know the various activities of the environment around them and how these
activities are enabling people to meet their basic needs of food, shelter,
clothing, recreation, health and education.
(8) Principle
of integration and correlation:
Subjects should be
arranged logically and psychologically in accordance with the child’s
developing interests.
(9) Principle of
learning ability:
Every item should be
learnt. An item should not only be learnable, it should also have utility.
(10) Principle of
individual difference:
The curriculum
should be framed in such a way that every individual can have opportunity for
self-expression and development. The curriculum should be based on the
psychology of individual difference, which can meet the complexities of modern
democratic society.
(11) Principle
of social relevancy and utility:
Subjects should not
be determined on the basis of their disciplinary value but on the basis of
their intrinsic value, social relevancy and utility.
(12) Principle
for utilization of leisure:
Variety of subjects
such as games and sports, fine arts, subjects of aesthetic value are to be
introduced in the school programme to utilize leisure.
(13) Principle
of variety and flexibility:
The curriculum
should include such activities and experiences, which may facilitate his
normal development. The curriculum for girls should naturally be different
from that of boys; boys and girls have different needs and attitudes.
(14) Principle
of time:
Relative
significance and importance of each subject in the curriculum has to be
judged and determined in the light of the time available in the timetable,
which is regarded as the mirror of the school programme.
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FUSION, INTEGRATION AND CORRELATION
IN SOCIAL SCIENCE CURRICULUM
In recent
years many educators have demanded that less attention should be given to
subjects and a greater emphasis placed on material that answers pupil’s needs.
They would evaluate the material regardless of subject on the curriculum and
many experiments have been attempted. As a result much work has been done on
the curriculum and many experiments have been attempted. Literature relating to
organizing the curriculum contains such terminology as fusion, correlation and
integration. These terms relate to the arrangement of content in the curriculum
and should not be thought of as a type of curricular organization.
Traditional curriculum design is
very much subject centered where we have our subjects as Math’s, English,
Science. Then we may have the humanities subjects as History, Geography, and
Politics. Then the Languages, the arts subjects as Music, Drama, and Art. Then
at the lower end we may have the technical arts as Woodwork and Metalwork. Each
one of these areas has its own assessment criteria, practical activities, aims
or objectives, assessment types.
Fusion
Fusion refers to the organization
for instructional purpose of content from several subject areas into unified
course. Such an arrangement ignores the conventional barriers or boundaries
between existing subjects. In this multidisciplinary approach, teachers fuse
skills, knowledge, or even attitudes into the regular school curriculum. In
some schools, for example, students learn respect for the environment in every
subject area. The school records the number of days without a fight as “peace
days”; teachers write the accumulated number of peace days on the blackboard in
every classroom. Teachers wear peace signs, and students greet each other with
the peace sign.
Fusion implies the breakdown of
subject boundaries and selection of material from various fields to achieve the
objectives that have been set up. Fusion can involve basic skills. Many schools
emphasize positive work habits in each subject area. Educators can fuse
technology across the curriculum with computer skills integrated into every
subject area. Literacy across the curriculum is another example of fusion. For
example in the social studies curriculum History, Geography, and Civics
frequently united at the junior high school level in to one course. Proponents
of the plan claim that under such a procedure the solution and arrangement of
material can be based on social objectives and not on the traditional content
basis.
Fusion courses vary to a
considerable extent. The earliest courses attempted to blend the material in
two or three subjects. History, Geography, and Civics were the fields generally
chosen for the fusion experiments. Such a procedure was natural for long before
the term fusion had been used in education, teachers has pointed out the
importance of a geographical background for the study of history and often
history and civics were closely related.
However in later years the use of
the fusion textbook declined.
Correlation
Correlation design Allows for some
linkage of separate subjects in order to reduce fragmentation of the curricular
content. Correlation design is similar to broad-field design in that it is
focused on integration. The difference is that correlation design combines only
two subjects while broad-field will combine several subjects. In many
ways, one could say that correlation design is a simplistic version of
broad-field design. Some examples of correlation design social psychology,
which is sociology and psychology; bio-statistics, which is biology and
statistics; and music technology, which focuses on music and its use through
technology. Generally, correlation design is found at the university
level where students need expertise in specific subjects.
Correlation means the seeking and
utilizing of points of contacts and relationships among subjects in order to
bring about association in general field of knowledge and to some degree among
the various parts of the curriculum. Correlation considers a systematic and
continued association of one subject to another keeping the subject at high
school level. This planned arrangement deals with a common topic or area of
interest. Correlation is nothing more than the attempt to tie up knowledge that
the pupil is studying with the knowledge in a related field.
The advantages of correlation design
are that it fills in the gaps within curriculum of two subjects that are
related. The two subjects are combined in innovative ways and the students are
able to see the connections between the two of them. The disadvantages are that
few teachers have enough expertise in the two subjects to successful correlate
them in a curriculum. In addition, few teachers have the time to collaborate
with their peers on a project such as this. Despite these issues,
correlation design is an option for teachers interested in creating a unique
curriculum for the needs of their students.
Two
types of correlation
Incidental
correlation- In this the teacher tries to tie up
the topic or the event that the pupils are studying with the related knowledge
that he has learned elsewhere. Naturally the extent of this type of correlation
will depended up on the teacher.
Subject
correlation – It has often been the topic of
curriculum revision. Attempts have been made to correlate history and
literature. For example – American history is studied at the same time as
American literature, and teachers of both subjects confer frequently to prepare
the program that will help the pupils to tie up the knowledge of both subjects.
Plans have been made to correlate history and geography. Another plan of
correlation may be found in the single correlated courses in which first a unit
of geography is taught, then a related unit of history and finally a related
unit of civics. An extreme attempt of correlation is one in curriculum. But
generally correlation resulted in a loss of attainment in the real objectives
of education.
Integration
One
of the guiding principles of the curriculum is coherence, whereby students are
offered “a broad education that makes links within and across learning
areas”. When used effectively,
curriculum integration provides a learning environment that offers this
coherent education, allowing connections to be made within and across
subjects. Nonetheless, it could be
argued that curriculum integration remains one of the most confused topics in
education today. Many teachers and researchers use the term to mean a variety
of things, some of which have nothing to do with curriculum integration. The
confusions surrounding the term have undoubtedly hindered consistent
professional development and research in this area. Curriculum integration is a
design that supports the need for learners to be actively involved in their
learning, through being part of the decision-making process.
Curriculum integration is simply a
matter of rearranging lesson plans as overlaps among subject areas are
identified. One of the best ways to understand curriculum integration is to
discuss what it is not. First, it is not a historical. The roots of curriculum
integration are to be found in the progressive education movement of the early
1900s and are evident in the work of Dewey, Kilpatrick and others.
Dewey stated that within the
curriculum, “facts are torn away from their original place in experience and
rearranged with reference to some general principle” Curriculum integration is
responsive to this concern because it values the students’ prior knowledge and uses
this as an initial starting point to be built upon. This is an active process
that makes learning relevant to what the students already know. Integration
means the creation of units of understanding that consisted of integrated
materials of instruction from several fields in order to present a whole
picture of a phase of knowledge rather than a part.
Integration as applied to subject
matter is generally accepted as a median between correlation and fusion.
Integration the process that cuts across the subject boundaries more freely
than is done in correlation in order to place greater stress on
inter-relationship. The objective of such field however makes it desirable that
the various fields of knowledge should not be taught by several individuals. A
single instructor of wide training world is better if the course is to have
unity. However the work may be successfully carried out in the social studies
teacher assumes full charge of the course and directs the work of the other
teachers. Integrated courses present many administrative problems.
ORGANISING SOCIAL
SCIENCE CURRICULUM-TOPICAL, SPIRAL AND UNIT APPROACH
Curriculum approaches
Curriculum practitioners and implementers may use one or more approaches in
planning, implementing and evaluating the curriculum. Even the text book
writers or instructional material producers have different curriculum
approaches.
The following are the
various curriculum approaches.
Approaches to
curriculum organizations
There are several
approaches to curriculum organization. The major approaches are:
1. Integrated approach
2. Disciplinary approach
3. Pupil centered approach
4. Teacher centered approach
5. Process approach
6. Content for subject centered approach
7. Factual approach
8. Conceptual approach
9. Flexible approach
10. Structured approach
11. Concentric and spiral approaches
12. Psychological and logical approaches
13. Topical and unit approaches
Concentric and spiral approaches
The whole curriculum
is spread over a number of years. a general treatment of almost all the
topics are attempted at the beginning and it is developed in successive years
according to the mental development of the pupils. In the beginning of
the course, the whole aspect is given to pupils in a simplified way. In
the next year more and more details of its parts are added. It follows
the maximum of teaching, such as from whole to part, simple to complex, easy to
difficult etc. Among educationist of modern times, Burner is the main exponent
of the approach is maintained. Sometimes this approach is referred to as
concentric approach. But the term “spiral approach” is preferred to the
other. The term spiral gives the additional implication that while
attempting gradation the linkage too is taken care of and the continuing of the
topic concerned is never broken. While conceiving it as concentric only
the widening
of the scope is indicated but the linkage is not taken care of.
Topical and unit
approaches
Every subject of study
involves number of topics. a topic is a comprehensive collection of
elated learning materials pertaining to specific are of the subject,
systematically and sequently arranged so as to get a holistic picture of those
aspects. There are a large number of concepts, principles, processes
and skills associated with this area. Which act as related part of a
“whole”. Since these aspects are inter-related and maintain certain logical
sequences and co-relations, it is often advised that the topic should be
thoroughly dealt with and mastered before passing in to another topic.
This is known as the topic approach in curriculum.
Psychological and
logical approaches
The arrangement of
subject matter based on the principles of psychology is known as psychological
approach. In this approach, the criterion for inclusion of an item in the
curriculum will be the psychological needs, requirements, potentials,
capacities, etc. Appropriate for the developmental level of the stage for
which the curriculum is being designed. In other words this approach is
in tune with the principle of child-centeredness. In the logical approach
stress is given to the logical sequence. It is often criticized that by
splitting topics to suit the developmental status of the learner, this logical
developments broken. Logical approach demands maintaining the logical sequence
while developing a curriculum. At the same time, a good curriculum if
carefully developed can maintain the psychological approach without sacrificing
the logical sequence of the subject.
Behavioral approaches
This is based on a
blueprint, where goals and objectives are specified, contents and activities
are also arranged to match with the learning objectives. The learning
outcomes are evaluated in terms of goals and objectives set at the beginning.
This approach started with the idea of Frederick Taylor which is aimed to
achieve efficiency. In education, behavioral approach begins with
education plans that start with the setting of goals of objectives. These
are the important ingredients in curriculum implementation as evaluation the
learning out comes as a change of behaviour. The change of behaviour indicates
the measures of the accomplishment.
Managerial Approach
In this approach, the
principal is the curriculum leads and at the same time constructional leader
who is supposed to be the general manager. The general manager sets the
policies and priorities, establishes the direction of change and innovation,
and planning and organizing curriculum and instruction school administrations
are less concerned about the content than about organization and
implementation.
System Approach
This was influenced by
systems theory, where the parts of the total school district of school are
examined in terms of how they relate to each other. The organizational chart of
the school represents a systems approach it shows the line –staff prelateship
of personal and how decisions are made. The following are of equal importance:
1. Administration
2. Counseling
3. Curriculum
4. Instruction
5. Evaluation
Humanistic Approach
This approach is rooted in the progressive philosophy and child-centered
movement. It considerate the formal or planned curriculum and the
informal or hidden curriculum. It considers the whole child and believes that
in curriculum the total development of the individual is the prime
consideration. The learners at the center of the curriculum.
CONCLUSION
Curriculum is the plan
for bringing desirable changes in student behavior. There are many
approaches in curriculum organization.
Curriculum is
associated with social, emotional and psychological factors of a child, which
aims the total development of a child in their life.
APPROACHES TO CURRICULUM
CONSTRUCTION
1. THE GRASS-ROOTS
APPROACH: In its most comprehensive form,
the grass- roots approach is community wide. It embraces not only teachers but
also students, parents and other members of the community.
2. THE ADMINISTRATIVE
APPROACH (TOP-DOWN APPROACH)
In this approach the
superintendent of schools or any other school administrator makes the first
move when he realizes the need for curriculum development and sets up machinery
to make the needed revisions.
It is called top-down
approach with the reason of that, the curriculum development initiatives
appeared from education officials and the administrators or the holders of the
education policy such as the General Director or Head of Education Department.
Then by using the command line, curriculum development goes to the bottom. This
approach is also called line staff model.
3. THE DEMONSTRATION APPROACH
The purpose
of this approach is to introduce changes in regular program on a small scale.
Modern trends in social
science curriculum
1) Digital Diversity
Present age is an age
of ICT technology has touched to al the wakes of human life. Technology
has made various tasks easy, convenient and of quality. To survive in the
concern filed it is necessary for everyone to have a knowledge and skill of
technology. Education makes man enable to contribute, it strengthens the
capabilities. For the effective transaction of curriculum ICT is must.
Web 2.0 applications
must be used for the effective teaching learning process. Curriculum makers
should give clear guidelines regarding this. E.g. teacher tube is very
useful source for the educational resources. Khan academy.org also provides
good videos, lectures and many more which makes learning meaningful, easy and
effective. Curricki merlot, K2-12 Hippocamus all these provides
educational resources which students can use, edit reconstruct and so on. All
these things should be interlined with every curriculum.
2) Need based
Curriculums
Researches in all the
fields resulted in to specialization. Need based curriculum is the foremost
need of the present education system. Many universities are developing need
based short term programs for this purpose.
E.g. Mumbai University
has introduced courses like – certificate course in Power Point, certificate
course in tally, certificate course in marketing, YCMOU- introduced –English
communication skills program for Mumbai Dabawala.
3) Modular Curriculum
with credit base system
Modular curriculum
gives real freedom of learning .especially in the open learning system this
approach has been adopted at first but now majority of traditional universities
also accepting his system; this is a real emerging trend in the modern
curriculum.
4) Online coerces
Need based and choice
based curriculums are available online also. E.g. course era .com has
introduced many useful need based courses for free of cost. Government also
takes initiative for this e.g. Right to Information certificate curse has
been introduced by Government of India to the Indian people. This course
is free and online.
5) 21st century skills
All the curriculums of
various courses should focus on 21st century skills. Skills like
collaboration, critical thinking, effective communication, multitasking
stress management, empathy are must for all the personals.
6) International
Understanding
Globalization has made converted the world in
to global village. We should consider world as a one family and for this
international understanding must be inculcate through curriculum.
7)
Constructivism
Constructivist approach believes that learner
should be given freedom to construct his/her knowledge. Spoon feeding must be
avoided. If a learner is fully active in construction of knowledge then
learning process will be highly effective. In all the curriculums
constructivist strategies must be given important place.
Conclusion
Constructivism, modular curriculum, credit
system, Information technology these all are the emerging trends in curriculum
development. These trends should be given proper justice while developing
curriculum. Educators should learn to work together with their students, and
with other experts in creating content, and are able to tailor it to exactly
what they need.
Traditional concept –
The traditional curriculum was subject-centered while the modern curriculum is child
and life-centered.
