Lesson1.

Definition of Curriculum

Knowledge in school curriculum is essential for teachers to balance theory and practice.
However, before doing so it should be defined and that its nature and scope be understood.

In this lesson, you shall capture the essential concepts, nature and purpose as well as
various meaning of terminologies, types, foundations and approaches of curriculum. These
are in the context of the teaching and learning processes and curriculum development
model.

Lesson Objectives:
At the end of this lesson, you will be able to:
• Define curriculum from different perspective

• Describe the different points of view on curriculum

Discussion:

Definition of School Curriculum

The New International Dictionary defines curriculum as “The whole body of a course in
an educational institution or by a department” while the Oxford English Dictionary defines
curriculum as “courses taught in schools and universities” . Curriculum means different things
to different people. Sometimes educators equate curriculum with the syllabus while a few
regard it as all the teaching-learning experiences which the student encounters while in
school.
There are numerous definitions which connotes diverse interpretations which indicates
its dynamism influenced by the individual’s philosophical beliefs and context. Here are some
of the definitions of Curriculum:

Source Definition
Daniel Tanner (1980) “ Curriculum is a planned and guided set
of learning experiences and intended
outcomes, formulated through the
systematic reconstruction of knowledge and
experiences under the auspices of the
school, for the learners ‘continuous and willful
growth in personal social competence”
 Pratt, (1980) “ It is a written document that systematically
describes goals planned, objectives,
content, learning activities, evaluation
procedures and so forth.”
Schubert (1987) “ The contents of a subject, concepts and
tasks to be acquired, planned activities, the
desired learning outcomes and
experiences, product of culture and an
agenda to reform society make up a
curriculum”
Hass (1987) “A curriculum includes all the experiences
that individual learners have in a program of
education whose purpose is to achieve
broad goals and related specific objectives,
which is planned in terms of a framework of
theory and research or past and present
professional practice.”
Grundy (1987) “It is a programme of activities (by teachers
and pupils) designed so that pupils will
attain so fast as possible certain
educational and other schooling ends or
objectives.”
Goodland and Su (1992) “ It is a plan that consists of learning
opportunities for a specific time frame and
place, a tool that aims to bring about
behavior changes in students as a result of
planned activities and includes all learning
experiences received by students with the
guidance of the school.”
Cronbeth (1992) “ It provides answers to three questions: 1.
What knowledge, skills and values are most
worthwhile? 2.Why are they most
worthwhile? 3.How should the young
acquire them? “

Since curriculum is influenced by the individual’s philosophical beliefs, modes of

thought, pedagogies, political, and cultural perspectives. The person’s point of view can also
define what curriculum is all about. There are two views about curriculum i.e. Traditional
Points of View and Progressive Points of View.
 TRADITIONAL POINTS OF VIEW PROGRESSIVE POINTS OF VIEW
“Permanent studies” where rules of grammar “ Education is experiencing” Reflective
, reading, rhetoric, logic, and mathematics thinking is a means that unifies curricular
for basic education are emphasized. The 3Rs elements that are tested by application”
(Reading, Writing, and ‘rithmetic) should be – John Dewey
the emphasis of Basic Education while
“Liberal Arts” is in college – Robert M.
Hutchins
For essentialist, the school’s mission is for “All experiences children have under the
intellectual training, hence, curriculum guidance of teachers.” – Holin Caswell and
should focus on the fundamental intellectual Kenn Campbell
disciplines of grammar,literature and witing.
It should include mathematics, science,
history and foreign language,” - Arthur Bestor
“The sole source of curriculum is a discipline, “Curriculum is a sequence of potential
thus they are subject areas such as Science, experiences, set up in schools for the purpose
Mathematics, Social Studies, English and of disciplining children and youth in group
many more. In college, academic disciplines ways of thinking and acting.” - Othaniel
are labelled in humanities, sciences, Smith, William Stanley, and Harlan Shore
languages, mathematics among others. –
Joseph Schwab
(He coined the word discipline as a ruling
doctrine for curriculum development -)
“Curriculum should consist entirely of “Curriculum is the experiences in the
knowledge which comes from various classroom which are planned and enacted
disciplines.” – Phillip Phenex by the teachers and also learned by the
students. “ - Colin Marsh and George Willis
TRADITIONAL POINT OF VIEWS defined PROGRESSIVE POINT OF VIEWS defined
curriculum as a field of study. It is highly curriculum as the total learning experiences
academic and is concerned with broad of the individual.
historical, philosophical, psychological and
social issues. Curriculum is mostly written
documents line syllabus, books, course of
study and references where knowledge is
found but is used as a means to accomplish
intended goals.
Summary:

CURRICULUM is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives, everything
that goes within the school. It is what is taught inside and outside of school directed by the
teacher, everything planned by school, a series of experiences undergone by learners in
school or what individual learner experiences as a result of schooling. Therefore, curriculum is
the total learning experiences of the learner under the guidance of the teacher.

References/Attributions:
Bilbao, P.P., Dayagbil, F.T., Corpuz, B.B., 2015; Curriculum Development; LoriMar Publishing