Curriculum

1. Curriculum

2. MEANING OF CURRICULUM • The term curriculum is derived from the Latin word “currere” which means, “run”. Thus, curriculum is a runway of attaining the goal of education. • Curriculum may be considered as a blueprint of an educational program.

3. DEFINITION OF CURRICULUM • According to Cunningham, “curriculum is the tool in the hands of an artist to mould his material, according to his ideals in his studio”. In this definition, artist is the teacher, material is the student ideals are objectives and studio is the educational institute.

4. Definition contd… • Florence Nightingale– A systematic arrangement of the sum total of selected experiences planned by a school for a defined group of students to attain the aim of a particular educational program. • Lamberston, Eleanor- A composite of entire range of experiences the learner undergoes under the guidance of the school.

5. Principles of Curriculum Construction • Principle of Child Centeredness •  Principle of Community Centeredness. • Principle of Activity Centeredness • The principle of integration • Principles of Conservation. • Principle of Creativity • Principle of Forward Looking • Principle of Flexibility. • Principle of Balance • Principle of Utility • Principle of Variety • Principle of maturity • Principle of Totality

6. 1. Principle of Child Centeredness: • Modern approach to curriculum construction should be pedocentric as well as democratic in the sense that the child should occupy a central position in the entire teaching learning process and he should actively participate in it. • The child should be the key to all kinds of curricular programmes. His ability, interest, attitudes and needs should be considered at the time of curriculum construction.

7. 2. Principle of Community Centeredness • Besides treating each child as an individual, we should also view him as a member of the community to which he belongs. • In fact, the learner is going to be an active member of the community as a citizen. • It is therefore, quite desirable that his needs and desires must harmonise with needs and desires of those amongst whom he has to live.

8. 3.Principle of Activity Centredness • The curriculum should centre round the activities of pupils. • It should provide well selected activities according to the general interests and developmental stages of children. It should provide constructive, creative activities. • The purposeful activities both in the class-room and outside the class-room should be provided.

9. 4.The principle of integration • By integration we do not nearly mean integration of subjects only • Pupils are to be provided with selected experiences through various subjects and activities but these must be well integrated. • Various subjects and activities have to serve the same ultimate purpose, the achievement of the aims of education. • The activities and subjects should not be put in after-tight compartments but these should be inter-related and well integrated so as to develop the whole child.

10. 5. Principles of Conservation. • The curriculum should preserve and transmit the traditions and culture of human race. • It should embrace such subjects, topics or activities by which students should cultivate a sense of respect of their traditions and culture. 

11. 6. Principle of Creativity • There should be provision in the curriculum to develop he creative powers of the child so that he becomes a contributory member society. • education should be so moulded as to enable one develop ones creativity.

12. 7. Principle of Forward Looking • Education is to enable the child to lead a successful social life. So the curriculum should not cater to the present needs of the child alone. • The needs of his future life should also be considered. • The curriculum should also include knowledge, skills, experiences, influences etc. which will develop in the child abilities and power to make effective adjustments in the later life.

13. 8. Principle of Flexibility. • In our age, rapid developments are taking place in various fields. Consequently the needs of society are changing. • The content of curriculum cannot be same for all times to come. • It should not be static. It must be dynamic and change with the changing times. • It should reflect the latest trends in the field of education and psychology.

14. 9. Principle of Balance. The curriculum must maintain a balance between • subjects and activities, • between direct and indirect experiences, • between academic and vocational education, • between compulsory and optional subjects, • between formal and informal education, • between individual and social aims of education etc.

15. 10. Principle of Utility. • Curriculum should be useful rather than ornamental. • It should not only include subjects which owe their place in it to tradition. • The curriculum must have practical utility for students. So there should be some provision for technical and vocational education in the curriculum.

16.  11. Principle of Variety. • The curriculum should be broad-based so as to accommodate the needs of varied categories of pupils, so that they are able to take up subjects and participate in activities according their capacities and interests. • The needs of pupils also change from place to place.

17. 12. Maturity principle •    The curriculum should be suited to the mental and physical maturity of the pupil.

18. 13. Principle of Totality • There must be totality of learning experiences that are given to the pupil through the manifold activities in the classroom and available in the library, laboratory, workshop, play ground and informal contacts between teachers. • In this way the entire life of the school becomes the curriculum that can touch the life of the students at all points

19. Factors influencing curriculum construction • Learner’s need and capacities: learners vary in culture, intellectual capacities, needs and interests. 2. Educational philosophy: • philosophy & objectives are foundation on which curriculum is planned. - • provides directive knowledge and guiding principles which unify and serve as criteria for the evaluation of aims & processes.

20. 3. Needs of Society: types of society, values of society, needs of patient, family and communities. 4. Educational Psychology: - provides knowledge of individual differences, evaluation, laws of learning, methods of learning. - serves as background for principles of teaching & curriculum. 5. Evaluation system: - evaluation of the process. Type of questions, pattern of examination, etc.,

21. 6. Knowledge: - knowledge is central to curriculum development. - what subject matter should be included? - how to apply in practical area? 7. Technological advancement: - use of technology in education to facilitate learning. 8. External Forces: - policy makers, government, university, statutory bodies act as external agents.

22. Forces and issues in the current curriculum context • Issues external to the nursing profession-Curriculum must acknowledge the broad determinants of health to prepare practicing nurses to effectively intervene in complex problems such as bioterrorism, climate change, global and domestic violence, economic recession, homelessness, teen pregnancy, emerging infectious diseases, and increasing drug-resistant organisms.

23. CHARACTERISTICS • It is a continuous process. • It takes place at many levels • It involves many groups, decisions about a variety of planning and issues. • It is ultimately concerned with the experiences of learners

24. Phases of curriculum development • Planning - determine the needs & purposes - formulate philosophy & objectives - involve influential personalities - constitute curriculum committee - decide policy of organisation - selection of learning experiences.

25. Development Phase - organizing & sequencing of theory, clinical plans, teaching and learning methods. • Implementation Phase - actual conduction of teaching & learning. - conducting practical sessions - student feedback - refinement of methods

26. Evaluation Phase - evaluate student learning - effective of the method of teaching used. - evaluation of the objectives achieved.

27. Major steps in curriculum development/construction • Formulating Educational Philosophy and Establishing educational objectives • Selection of learning experiences • Organization of learning experiences • Evaluation

28. Wheelers Model

29. Models of curriculum What is a curriculum model? • A model is a format for curriculum design developed to meet unique needs, contexts, and/or purposes. • In order to address these goals, curriculum developers design, reconfigure, or rearrange one or more key curriculum components.

30. THE TYLER MODEL- THE PRODUCT MODEL OR BEHAVIOURAL OBJECTIVE MODEL • Introduced in 1949 by Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction. • One of the best known models for curriculum development. • Known for the special attention it gives to the planning phases. • Deductive for it proceeds from the general (examining the needs of society, for example) to the specific (specifying instructional objectives).

31. Tyler recommends that curriculum planners identify general objectives by gathering data from three sources: • the learners • contemporary life outside the school • subject matter. • After identifying numerous general objectives, the planners refine them by filtering them through two screens: • the philosophical screen • the psychological screen • In the Tyler Model, the general objectives that successfully pass through the two screens become what are now popularly known as instructional objectives.

32. Tyler identifies four fundamental questions to be answered in developing a curriculum. • What educational purposes should the institution seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained?

34. The emphasis of this model is on the achievement of objectives by the student. • Tyler stressed the importance of stating the objectives in terms of student behaviours.

35. Stenhouse’s Process Model • Lawrence Stenhouse (1975) formulated the process model. • This is an input model i.e., emphasis is on learning experience or the process o education. • He believed that it is possible to organize curriculum without having to specify in advance the expected behavioural change in students.

36. According to him, the content of curriculum can be selected based on the basis that it is worthwhile in itself and not merely means to achieve behavioral objectives. • Similarly, teaching methods and learning experiences can be selected in terms of worth-whileness. • Teacher’s role is to appraise the student’s work with emphasis on developing self appraisal quality among students.

37. In his model teacher’s commitment to professional development is vital. • Teachers need to see themselves as learners rather than experts and to be continually striving to improve their performance

38. Lawton’s Cultural Analysis model • Lawton’s model(1985) was a reaction against what he saw as the dangers of behavioral objectives model. • This model proposes a curriculum planned on the technique of cultural analysis. • Culture is defined as the whole way of life of society and the purpose of education is to make available to the next generation what we regard as the most important aspects of culture. • Cultural analysis is the process by which a selection is made from the culture and in terms of curriculum planning.

39. Beattie’s Four fold model • Beattie(1987) suggest that there are four fundamental approaches in relation to the task of planning a curriculum for Nursing. They are: • The curriculum as a map of key subjects: • This approach consists of mapping out the key subjects in nursing curriculum • 2. The curriculum as a schedule of basic skills: This approach emphasize the explicit specification of basic skills of Nursing practice

40. 3. The curriculum as the portfolio of meaningful personal experiences • This approach places the students at the centre of things by organizing the curriculum around their interests and experiences 4. The curriculum as an agenda of important cultural issues: • This approach avoids giving detailed subject matter, focusing instead on controversial issues and political dilemmas in nursing and health care

49. Types of Curriculum Official curriculum: • written documents of philosophy, objectives, list of competencies and outcome of individual course, course outline distributed to the students, curriculum committee, accreditation bodies.

50. Operational curriculum: • Consist what is actually taught to the students & how its importance is communicated to the learners. • Consist of knowledge, attitude & skill emphasized in classroom & clinical setting.