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The roles of hidden curriculum
Curriculum definition in education
The roles of hidden curriculum
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The idea of curriculum origins in Greece where was, literally, a course; in Latin, ‘curriculum’ was a racing chariot (currere was to run). Today the term ‘curriculum’ refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school and refers to the knowledge and skills students are expected to learn. In reality, curriculum is more than course. This is: ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.’ (Kerr in Kelly, 1983:10). According to John Kerr’s definition: ‘Learning is planned and guided’ by specifying achievement and way to go about it in advance.
Definitions of curriculum present different perceptions and beliefs. Stenhouse describes: ‘On the one hand curriculum is seen as an intention, plan or perception….on the other, it is seen as the existing state of affairs in schools’ (Stenhouse, 1975 in Wilson, 2009: 507)). Shirley Grundy defines curriculum as: ‘A programme of activities designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives’ ( Grundy, 1987:11). Curriculum in generally need to consider the syllabus as the knowledge, the pedagogy as the process, the assessment as the product, the praxis as the style of delivery. Providing planned studying programme with consideration the grounds of its justifications, curriculum informs what and how is to be learned and taught.
According to the context curriculum offers principle to meet individual cases. This enables to evaluate the progress of students and teachers, and to implement according contexts of varying pr...
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...and presentation skills. This demonstrates the potential to develop skills for learning, life and work within the senior phase. E-learning curriculum is designed to be share on-line to support self-study. The main words using here are: bended learning and virtual learning environment. (Wilson, 2009)
Without attention to context curriculum as practice cannot be understood adequately or changed substantially. Valuable component of the academic or vocational programmes impact of socio-cultural relationships of the teacher, the student, the organization of classes, streaming and so on. These elements sometimes known as the ‘hidden curriculum ‘ enable students to develop socially valued knowledge and skills or to form their own peer groups and subcultures to contribute personal and collective autonomy which may critique and challenge of existing norms. (Cornbleth, 1990)
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Gloria Ladson-Billings supports this idea in her essay titled “’Yes, But How Do We Do it?’ Practicing Culturally Relevant Pedagogy” and also expands upon its importance by adding the insight of how teachers think about the social contexts, the students, the curriculum, and about instruction, all impact the students because how teachers regards these contexts get woven into their pedagogy, which create the very classrooms for learning.
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
As a professional practice, settings are responsible for the delivery of core subjects, dictated through specific curriculums. The term curriculum ( or curricula) refers to a set of courses and their content offered in educational institutes, such as schools,(Doherty and Hughes, 2009). Its context is said to describe: a body of theory about teaching and learning, targeting the needs and characteristics of a particular group of learners,(Veale,2013). It often refers to the programmes’ objectives and goals, as well as its methods and materials, (Universal Design for Learning Guidelines, 2014). “Curricula are undoubtedly culturally shaped and cannot always be readily transferred from one environment to another,”(p.5, Miller and Pound. 2011).
Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that. The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Blytheville New Tech High School is one of the largest schools in Arkansas. It is a school that welcomes parental involvement, provides strong professional development, and shares in collaborative planning. The teachers are highly qualifies and knows exactly what they are to teach and when they are to teach it. The teachers are also committed to providing an explicit, systematic education to the students they serve. Therefore, of all five of the curriculum approaches or models (Systemic, Existentialist, Radical, Pragmatic, and Deliberative), the Systematic Curriculum most closely matches the model practiced at my school, Blytheville New Tech High School. Blytheville New Tech High School matches the Systematic Curriculum in that it is heavily supportive of the No Child Left Behind (NCLB) and curriculum standards movement. It is also emphasized on measurement, efficiency, and universality.
It is believed that the enactment of a curriculum is socially constituted and sustained by individuals within participatory contexts that shape students’ and teachers’ engagement (Gutiérrez & Rogoff, 2003; Holland, Lachiotte, Skinner, & Cain, 1998)....
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Curriculum Differentiation One of the most urgent challenges teachers face today is creating a classroom environment where all students are simultaneously engaged in meaningful activities. Too many times students may either become lost as the teacher continues on with the lesson or the material may not be advanced enough, thus becoming boring for students. The implementation of curriculum differentiation is a sustainable solution to this prevalent dilemma. In some parts of the world, the teacher will come into the classroom, write the title of the lesson on the board, and ask one of the students to read aloud as the rest of the class listens. When the student finishes reading, the lesson is considered to be taught.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.