3.

1- Subject-Based Curriculum

3.1- SUBJECT-BASED CURRICULUM

Introduction:
It is the oldest & the most widely accepted form of curriculum organization. The earliest example of this sort of organization is the Seven Liberal Arts in the schools of ancient Greece & Rome. Seven Liberal Arts Trivium i. ii. iii. i. ii. iii. iv. TRIVIUM Grammar Rhetoric Dialectic(logic QUADRIVIUM Arithmetic Geometry Astronomy Music Quadriviu m

These subjects were broad. In the modern period the Trivium was further divided to include 1. Literature 2. History Quadrivium to include 1. Algebra 2. Trigonometry 3. Geography 4. Botany 5. Zoology 6. Physics 7. Chemistry In this manner subjects went on being added one after the other. That in 1930 there were over 300 distinct subjects of instruction. Despite all this, Seven Liberal Arts are still the nucleus of the subject curriculum. In subject curriculum Chapter 3- Types of Curriculum 2

3.1- Subject-Based Curriculum Each subject is taught as a separate unit. A student may take four or five different subjects Each subject is taught by a different teacher At a separate period of the school day. Any relationship which may exist between two or more subjects is left un-noticed by a teacher who always try to think about own courses. The subject curriculum has also led to the acceptance of subject matter as the main goal to be achieved in education. This has caused great emphasis to be given to such tasks as Definition, Classification & Memorization. Application, Analysis & Problem Solving have been largely neglected.

Characteristics of Subject Curriculum:

1. Learning Subject Matter is an END in Itself: Listening to Lectures Studying the Textbooks Study for Examination Covering the Course Content 2. Emphasis is placed upon acquiring information for future use: Value in Adult Living Rather then Childs Immediate Needs 3. Progress is Measured by how much of the subject a pupil has learnt: Frequent Tests 4. There is a Predetermined Uniform Standard of Knowledge: Set Knowledge Time Limit Set Standards 5. Practice in Skills is Emphasized. Drill Session Remedial Work Review Work Coaching Classes Chapter 3- Types of Curriculum 3

3.1- Subject-Based Curriculum 6. Each subject is distinct unit with a logical organization of its own: Systematic Knowledge ; facts and information Logical Organization Teachers do not plan courses together 7. Subject Matter is Selected by Adults Before Teaching: Teacher Dominates Learning Situations Teaching Methodology 8. Traditional Methods are Used: Lecture Note Giving Book Reading

Requirements of Subject Curriculum:

1. Trained & Specialized Teachers Mastery in Different Subjects Command on Teaching 2. Separate Classroom Each Level & Section 3. Fixed Time Table Different Subjects Weight Age in Curriculum 4. Special Arrangements Guidance Physical Education Tours Indoor & Outdoor Activities Examinations etc.

5. Text Books & Guide Books

Criticism on Subject Curriculum:

1. Teacher exercises control over pupils experiences, activities & conduct. Chapter 3- Types of Curriculum 4

3.1- Subject-Based Curriculum 2. The teachers follow the decision of others with regard to the participation in planning & evaluation. 3. The teacher makes rules for the classrooms. 4. Here stern discipline by the teacher which demands a quite classroom atmosphere is the best situation for learning. 5. It is compartmentalized & fragmentary. No connectivity in subjects Teachers give importance to their own subjects 6. It ignores the interest & activities of the learner. 7. It is divorced from current social problems. Past Knowledge/History Current Needs 6. It fails to develop habits of effective thinking.

Defense of Subject Curriculum:

1. It is not true that the childs thinking is not improved by the subject curriculum. Subject curriculum is more appropriate for intellectual development. An individual learns to think as the physicist, botanist, geologist & so on. If he can learn so to think, the fault is to be found in instruction & not in the curriculum pattern. 2. It provides maximum security for both the teacher & the student. The teacher knows what he has to teach. Student knows what they have to learn and how much they have to cover. 3. Its evaluation is very easy. Achievement based testing is the only type of evaluation needed for the mastery of the subject matter. 4. It has a bright future. Subject approach is useful for specialization in any branch of knowledge.

Chapter 3- Types of Curriculum