UNDERSTANDING DISCIPLINE AND SUBJECTS

NEEDS OF REFRAMING SCHOOL SUBJECTS(UNIT-3)

FRAMING SCHOOL SUBJECS-SCHOLASTIC AND PEDAGOGICAL
CONSIDERATION

School subjects are the transformation of academic

disciplinary knowledge through the school curriculum by using
suitable pedagogic approaches.
There are three levels of curriculum making

1.Institutional
2.Programmatic
3.The classroom curriculum
 INSTITUTIONAL

The institutional level curriculum emphasize interfaces between

the school culture and society .The desirable social and cultural
orders becomes the main base in this level of framing school
subjects.
 PROGRAMMTIC CURRICULUM

The programmatic curriculum is the transformation of

institutional curriculum in to school subjects programmes or
course . The content is organized in a logical sequences in the
form of school subjects.
CLASSROOM CURRICULUM

The classroom curriculum is characterized by a cluster of events

jointly developed by teachers and students for purpose of a
particular classroom. It involves further elaboration of the
programmatic curriculum making it connect with the experience
, interest and the capabilities of students.
GOALS ARE UNDERTAKEN TO FRAME SCHOOL
SUBJECTS

• To enhance students understanding of themselves ,their society ,their

nation the human world and the physical environment.
• To help students become independent thinkers so that they can construct
knowledge appropriate to changing personal and social circumstances.
• To help students appreciate and respect diversity in cultures and views on
a pluralistic society and handle conflicting viewers.
Dewey(1966) opined that a school subject involves
distinct psychological ,epistemological ,logical and social
issues. Academic disciplines provides necessary guidance
and direction for the implementation of school subject
and use of pedagogical principles to transform them.
CONSIDERATION NEEDS TO FRAMING SUBJECTS FOR THE SCHOOL CURRICULUM

Specific pedagogical consideration to transact the

subjects- all subject demands specific pedagogy.
Knowledge input and scholastic consideration .
Concerns of contemporary socio ,political and pluralist
cultures.
Adherence in the aims of local , national and global
societies.
REFRAMING OF SCHOOL SUBJECTS
• The content of school subjects have changed and even new subjects have been
included in school curriculum.
• The socio-political system of the country also influences reframing subjects in school.
• Academic Disciplines and school subjects continue to evolve giving rise to new
disciplines and school subjects.
• For example: ‘Bio-Chemistry’, Bio-Technology’, Bio-Engineering’ etc. emerged from
the parent discipline ‘Biology’.
• ‘Astro Physics’ ‘Electronics’ etc. have emerged from the parent discipline ’Physics’,
‘computer Science’ etc
NEEDS OF REFRAMING SCHOOL SUBJECTS

Introducing new subjects in the school curriculum

• Social political system ,culture and economy of the country the form of government in the country
determine reframing school subjects.
• Emergence of new areas of knowledge , concepts , theories and practices from the parent discipline
reframing of subjects.
• Scope for further higher education career ,job opportunities ,demands in global market inquiries
reframing and introduction of new subjects in school
• Changes in pedagogical practices and approaches necessitate
reframing of subjects in curriculum.
• Skills development , in calculation of values , community living
etc ,are other factors of reframing school subjects.
• Academic disciplines with vast knowledge base may give rise to new
areas of subject.