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Summary CUS3701 - Curriculum Studies
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Summary CU3701 - Curriculum Studies Full Curriculum Studies textbook summarized in 64 pages. Easy searchable! Easy understandable!
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CUS3701 – Exam PrepCurriculum Studies Summary
, Chapter 1:
A theoretical framing of curriculum
development:
Introduction:
- When reading the introduction we will read about that a teacher needs to:
o Understand the influence of different approaches to curriculum development
o Interpret curricula
o Choose appropriate teaching strategies
o Consider policies in order to be able to effectively interpret the curriculum
o Be able to mediate learning
- This provides an indication an indication of WHY a teacher needs to know the meaning
of the word “curriculum”.
- There will also be read about the views of:
o Tyler
o Stenhouse
o Freire
The concept of “curriculum”: Design, interpretation, plan and
practice.
- Read page 1.
- Grundy and Goodson view an awareness of the different interpretations of a
curriculum as important.
- Goodman says that the struggle over the definition of “curriculum” is a matter of
social and political priorities.
- Goodman also says that it is intellectual discourse, otherwise the schooling will leave
unquestioned and unanalysed assumptions that should be at the heart of the
intellectual understanding and practical operation of schooling.
, What is the difference between a “curriculum” and a “syllabus”?
- Read page 1 -2.
- Curriculum:
has its origins in the Latin currere, which means ‘run’ and with further reference to
the running chariot tracks or a course. It is seen as an intention, plan or prescription,
an idea of what one would like to happen in schools, but it is also seen as the existing
state of affairs in schools, what does in fact happen.
- Syllabus:
has a Greek origin and means ‘a concise statement’ or ‘table of the topics of a
discourse’ or the ‘list of contents of a subject’.
Defining a curriculum:
- Read page 2 – 4.
- Stenhouse (1975) observed that the educationist “is confronted by two different views
of the curriculum. On the one hand the curriculum is seen as an intention, plan or
prescription, an idea of what one would like to happen in schools.
- Eisner (1985) defines a curriculum as a series of planned events that are intended to
have educational consequences for one or more learners.
- Fraser (1993) has a much wider interpretation of curriculum as the inter-related
totality of aims, learning content, evaluation procedures and teaching-learning
activities, opportunities and experiences that guide and implement didactic activities
in a planned and justified manner.
- Narrow definition of curriculum:
a curriculum is a “course of study” or “study programme”.
- Broader definition of curriculum:
is a more inclusive concept that comprises all opportunities for learning and is viewed
in historical perspective in its socio-political context.
- Read definition of the National Educational Policy Initiative about broad curriculum on
page 2.
- Intended curriculum:
prescribed curriculum serving as blueprint for teaching.
- Enacted curriculum:
the curriculum as it is experienced or the ‘nonofficial, implicit curriculum’ as
implemented by an educator and reflecting what is actually taught and learnt.
, - If the definition of “curriculum” includes activities, opportunities and experiences, we
ask whether the following are part of the curriculum:
o The preference for a subject because of a teacher’s knowledge of the field and
choices of teaching strategies.
o The principal locking the gates at 08:00 because she wants to force the children be
punctual.
o The fact that mathematics lessons are never scheduled for the last period on a
Friday but, life orientation lesson are often.
o The impact of teachers teaching subjects that they never studied themselves
o Classes that consist mainly of weak learners and repeaters.
- The following aspects of the curriculum must therefore be considered:
- Official, explicit, intended curriculum:
this is the prescribed curriculum, also described as the blueprint of teaching.
- Enacted curriculum:
the curriculum as it is experienced or the ‘nonofficial, implicit curriculum’ as
implemented by an educator and reflecting what is actually taught and learnt
- Covert curriculum:
teaching that is not spelt out, but deliberate on the part of the educator or school, for
example ‘play’ in early childhood schooling is used as deliberate curriculum strategy to
develop attitudes and skills.
- Hidden curriculum:
learning that is hidden from the educators and learners; another form of implicit
learning, which the educators did not intend and are probably not even aware of
- Assessed curriculum:
knowledge and skills that are measured to determine achievement, objectives or
learning outcomes met.
What is meant by “curriculum development”?
- Read page 4.
- Curriculum development:
planned, purposeful, progressive, and systematic process in order to create positive
improvements in the educational system.
- Core curriculum activities also known as a cyclical process. Figure below.
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