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BENSARK UNI T1: THECONCEPTOFCURRI CULUM 1. 1Def ini ti onofcur ri cul um ( Whati...

BENSARK UNI T1: THECONCEPTOFCURRI CULUM 1. 1Def ini ti onofcur ri cul um ( Whati scur ri cul um? ) Et ymol ogi calpoi ntofv iew:Thet erm cur ri cul um wasder ivedf rom t heLat inwor d “ cur rer ng“ e”meani tor un”or“ topr oceed”.“Cur ri cul um”asaLat i dmeans“ nwor arace” or“ thecour seofr ace”.Ov erher e,educat ioni sther ace, andcur ri cul um i sthecour se. Cur ri cul um can br oadl y be def ined f rom t wo mai nvi ewpoi nts;pr escr ipt ive and descr ipt ivepoi ntsofv iew. Howev er,t ogetacl ear erpi ctur eoft heconceptbot h v iewpoi ntsneedmer gingi nor dert ocomeupwi thasui tabl edef ini ti onf ort heconcept. Bel owar esampl edef ini ti onsofcur ri cul um f rom pr escr ipt iveper spect ive: 1.Bobbi tt( 1918;p. 43)st atest hat“ Cur ri cul um i stheent ir erangeofexper iences, bot h di rect ed and undi rect ed,concer ned i n unf oldi ng t he abi l iti es oft he i ndi vi dual.” 2.Ty ler( 1957)def inescur ri cul um asal lthel ear ningexper iencespl annedand di rect edbyt heschool toat tai nit seducat ional goal s. 3.Cur ri cul um meanst hepl annedi nter act ionofpupi l swi thi nst ruct ionalcont ent , mat eri als, r esour ces, and pr ocesses f or ev aluat ing t he at tai nment of educat ional obj ect ives( Indi anaDepar tmentofEducat ion, 2010). NOTE:Pr escr ipt ive[ cur ri cul um]def ini ti ons pr ovi de us wi th what“ ought ”to happen,andt heymor eof tent hannott aket hef orm ofapl an,ani ntendedpr ogr am,or someki ndofexper topi nionaboutwhatneedst otakepl acei nthecour seofst udy. 1  Among t he def ini ti ons gi ven orpr oposed bypastexper ts oper ati ng i nthe pr emi sesofdescr ipt ivear egi venasbel ow: 1.Caswel l&Campbel l(1935)def inecur ri cul um asal ltheexper ienceschi l drenhav e undert hegui danceoft eacher s. 2.Ragan( 1960)al soper cei vescur ri cul um asal lexper iencesoft hechi l dforwhi ch t heschool accept sresponsi bil i ty. 3.Thesetofact ualexper iencesandper cept ionsoft heexper iencest hateach i ndi vi dual lear nerhasofhi sorherpr ogr am ofeducat ion( Hass, 1987). 4.Si l va( 2010)seescur ri cul um asanemphasi sonwhatst udent scandowi th knowl edge, rat hert hanwhatuni tsofknowl edget heyhav e,i stheessenceof21st - cent uryski l ls. NOTE:Thedescr ipt ivedef ini ti onsofcur ri cul um gobey ondt hepr escr ipt ivet erms ast heycr eat ethei mpr essi ont hatt hecur ri um i cul snotmer elyabouthowt hingsought t obebutr atherhowt hingsar einr ealcl assr ooms( Ell i s,2004).Anot hert ermt hatcoul d beusedt odef inet hedescr ipt ivecur ri cul um i sexper ience. Thef oll owi ng aut hor stend t o def inecur ri cul um f rom bot h pr escr ipt iveand descr ipt ivepoi ntsofv iew: 1.Cur ri cul um r efer stoal lthel ear ningwhi chi spl annedandgui dedbyt heschool , whet heri tiscar ri edoni ngr oupsori ndi vi dual l yinsi deorout sideoft heschool ( Ker r,1968). 2.I tcanbedescr ibedasal llear ningexper iencest hatl ear ner sar etogot hrough 2  undert hegui danceoft heschool att heendofaneducat ional progr amme. 3.Cur ri cul um canbr oadl ybedef inedast het otal i tyofst udent s’exper iencest hat occuri ntheeducat ional process. 4.Cur ri cul um canbeseenasagr oupofsubj ect sorcour sesofst udyar rangedi n par ti cul arsequencef ori nst ruct ional pur posei nschool. NOTE:Thesepr oposeddef ini ti onst endt oacknowl edget hef actt hatcur ri cul um encompassesbot hpr ocess( plan)andexper iencei nthecont extofeducat ion. 1. 2Component s/El ement sofCur ri cul um Accor dingt oBr ady( 1995)andNunan( 1988)asci tedi nShao- Wen( 2012)t he cur ri cul um dev elopmentpr ocessgener all yent ail sfour( 4)el ement s:obj ect ives, cont ent , met hods,andev aluat ion. Si ncecur ri cul um i spl annedf orapar ti cul areducat ional pr ogr amme,i tist her efor ehi ghl yant ici pat edt ohav eatl eastsomeoft hesemaj or component s: 1.St atementofphi l osophyoft heeducat ional progr amme 2.Obj ect ives, aimsandgoal oft hepr ogr amme 3.Subj ectmat terorcont ent 4.Lear ningexper iences 5.Modeofi nst ruct ion( inst ruct ional str ategi es, teachi ngmet hods, techni ques, etc. ) 6.Assessmentandev aluat ionoft hepr ogr amme( eval uat ionappr oaches) 7.Dur ati onf ort hepr ogr amme 3  8.Out comes Basi cal l y,t hecur ri cul um musti ncl udeal lsubj ectmat ter ,teachi ngst rat egi es, l ear ner s’exper iencesandassessmentofst udent swhi chapar ti cul arschoolpl ansf or i tsst udent swhi chi sdev elopedbyt hemember sofi tsowncur ri cul um commi tt ee.The cur ri cul um i swel lpl anned,gui dedanddesi gnedbyt hegov ernmentort heeducat ional i nst it uti on.I tisai medatbot hphy sicalandment aldev elopmentoft hest udent.Iti sthe ov eral ll ear ningexper iencet hatst udent sgot hroughdur ingapar ti cul arcour seofst udy. TYPESOFCURRI CULUM EXAMPLESOFCURRI CULUM 1.Subj ect -based/ ori ent edcur ri cul um 1.Engl i sh, Mat hemat ics, I CT, Sci ence, Hi stor y, Geogr aphy , Economi cs, etc. 2.Cor ecur ri cul um 2.Engl i sh, Mat hemat ics, ICT, Sci ence 3.Spor ts,musi c,l anguage,mor als, 3.Hi ddencur ri cul um et c. 4.Of fi ci alcur ri cul um 5.Unof fi ci alcur ri cul um 6.Obj ect ive- basedcur ri cul um 7.St andar d-basedcur ri cul um 8.Exper ienced- basedcur ri cul um 4  9.Compet ence- basedcur ri cul um 1. 3Cur ri cul um Fr amewor ks Ev erycur ri cul um r egar dlessofi tst ypeoughtt ofol l ow ser iesofgui del i nes. Thesegui del i nesar eref err edt oast hecur ri cul um f ramewor ks. I nGhana,t her ear e cur rent lyonl ytwocur ri cul um f ramewor ksdr ivi ngpr e-t ert iar yeducat ionandt ert iar y educat ion( par ti cul arl yteachereducat ion).Theyar e a)ThePr e-Ter ti aryEducat ionCur ri cul um Fr amewor k(PECF) b)TheNat ional TeacherEducat ionCur ri cul um Fr amewor k(NTECF) 1. 4SYLLABUS Et ymol ogy :The wor d“sy ll abus was der ived f rom moder n Lat in“ syl l abus” meani ng“ li st”.Itwasor igi nal l ycar vedoutf rom t heGr eekwor d“si tt ybas”meani ng “ par chmentt abl eort abl eofcont ent.”Thechangef rom “ sit ty”t o“sy ll a”i sexpl ainedas ahy per cor rect ionbyanal ogyt o“sy ll ambano”whi chmeans“ bri ngt oget her ”or“ gat her ”. Def ini ti on:The sy ll abus or speci fi cat ion i s an academi c document t hat communi cat esi nfor mat ion abouta speci fi csubj ectand def inesexpect ati onsand r esponsi bil i ties. Thesy ll abusi sdescr ipt ivei n nat ureunl i ket hecur ri cul um whi ch pr escr ipt ive.Asy ll abusmayal sobedef inedasadocumentt hatconsi stsoft opi csor por ti oncov eredi napar ti cul arsubj ect. Asy ll abuscanbet ail oredf oracl assoranumberofcl assese. g.Cl asses1- 3or4 - 6.Asy ll abusi sconsi der edasagui det othet eacheraswel last othest udent s.I t 5 hel pst hest udent stoknowaboutt hesubj ecti ndet ail ,whi l eiti sapar toft hei rcour seof st udy ,whatexpect ati onsofst udent sar e,et c. I tcont ainsgener alr ules,pol i cies, i nst ruct ions, topi cscov ered, assi gnment s,pr oject s,andsoon.Thesy ll abusi spr epar ed byt heNat ionalCounci lforCur ri cul um andAssessment( NaCCA)f ormer lyCur ri cul um Resear chDev elopmentDi vi sion( CRDD). Exampl es: a)Teachi ngsy ll abusf orEngl i shLanguagef orJuni orHi ghSchool 1-3 b)Teachi ngsy ll abusf orMat hemat icf orJHS1- 3 Ol dsy ll abus c)Teachi ngsy ll abusf orRel i giousandMor alEducat ionf orJHS1- 3 d)St andar d-basedcur ri cul um f orEngl i shLanguage–Pr imar y1- 6 e)St andar d-basedcur ri cul um f orMat hemat ics–Pr imar y New sy ll abus f ) St andar d-basedcur ri cul um f orOurWor ldOurPeopl e Accor dingt oHoesny( 2013) ,Sy ll abushas17possi blef unct ionswhi chi ncl ude: 1.Descr ibi ngcour secont entscope 2.Communi cat ingcour sef ocus 3.Suggest ingpr erequi sit es 4.Det ail i ngl ogi sti cs 5.I dent if yingcour segoal s 6.Sequenci ng/ schedul i ngi nst ruct ion 7.I dent if yingper for manceobj ect ives 6 8.Const it uti ngacont ract 9.I dent if yingr efer encemat eri al 10. Prov idi ngmodi fi cat ionsbase 11. Mot ivat ingst udent s 12. Per mit ti ngsel f- moni tor ing 13. Faci l itat ingopt ional lear ningact ivi ti es 14. Est abl i shi ngev aluat ionsy stem 15. Adv ert isi ng/ promot ing/ recr uit ingcl i ent ele 16. Ser vingasanar ti cul ati ont ool 17. Meet ingaccr edi tat ionr equi rement s Act ivi ty 1.Def inecur ri cul um f rom t hesev iewpoi nts: a)Descri pti ve b)Prescr ipt ive c)Descri pti veandPr escr ipt ive( Bot hvi ewpoi nts) 2.Identi fyanythr ee(3)component sofcurr icul um. 3.Whatar ecurr i culum f r amewor ks?Mentionanytwocurr icul um f ramewor ksbasi c educationandcol l egeeducation. 4.Explai nt heterm sy l labus. 5.Wr i teanyt hr ee( 3)exampl esofcur r icul um andsyl l abus. 6.Identi fyanyf our(4)f eatur esofasy ll abus UNI T2: DISTI NCTI ONBETWEENCURRI CULUM ANDSYLLABUS 2. 1Di ff erencesbet weensy ll abusandcur ri cul um 7  Twoeducat ionalconcept swhi char eof tenmi sint erpr etedar ecur ri cul um and sy ll abus.Sy ll abusr elat est othesubj ect saswel last het opi cscov eredi nthecour seof st udy ;howev er, cur ri cul um i mpl i est hechapt ersandacademi ccont entt aughti nschool orcol l ege.I tal sor efer stot heknowl edge,ski l lsandcompet enci esst udent sshoul d l ear n dur ing st udy.Ideal l y,t het hinl i nebet ween cur ri cul um and sy ll abusi sthat cur ri cul um br oadl ydeal swi tht het otaldev elopmentofast udentwher eassy ll abus f ocusesonapar ti cul arsubj ect. Agai n,anot hermai ndi ff erencebet weent heset wo concept sist hatonei sbr oaderwhi l est heot heri snar rower.Thedi ff erencesbet ween t het woconcept sar ehi ghl i ght edi nthet abl ebel ow: Basi sforCompar ison Sy ll abus Cur ri cul um Cur ri cul um i s t he ov eral l cont ent t aught i n an Sy ll abusi sthedocumentt hat educat ional sy stem or a Meani ng cont ainsal lthepor ti onoft he cour se.I tcont ainsal lsy ll abi concept scov eredi nasubj ect. and ot her co- cur ri cul ar act ivi ti es. Et ymol ogy Sy ll abusi saGr eekt erm. Cur ri cul um i saLat int erm. Setf or Asubj ect Acour seofst udy Expl i cit lypr escr ipt ive orbot h Nat ure Expl i cit lydescr ipt ive pr escr ipt iveanddescr ipt ive Scope Nar row Wi de Gov ernment / GES and t he admi nist rat ion of schoolor Setoutby Exam boar dorNaCCA i nst it ute. Somet imes; st udent s. 8  Fora f ixed t erm,nor mal l y a Ti l ltheendoft hecour seor Ter m y ear. pr ogr amme. Uni for mit y Var iesf rom subj ectt osubj ect. Samef ort heent ir einst it uti on. 2. 1.1Meani ng/ concept ual i zat ionofsy ll abusandcur ri cul um Sy ll abusr efer stot hepr ogr ammeorout li neofacour seofst udy.Inot herwor ds, sy ll abusconnot est hepor ti onsoft hest udypr escr ibedi napar ti cul arsubj ectmeantf or apar ti cul arcour seofst udy.Forexampl e,i fGener alCur ri cul um St udi esi sasubj ect meantf oracour seofst udycal l ed‘ str uct ureandcont entofcur ri cul um’ ,thent he por ti onsofst udypr escr ibedi nthesubj ectofGener alCur ri cul um i scal l edassy ll abus. Cur ri cul um ont heot herhandper tai nst otheent ir eper iodofst udyi nacol l egeora school. Thel att ert erm( cur ri cul um)i sal sousedt odenot ethesubj ect sthatar e st udi edorpr escr ibedf orst udyi naschoolorcol l ege.Forexampl e,t hecur ri cul um ofa cer tai ncour seofst udy ,sayB. Ed.Pr imar yEducat ion, incl udesal lthesubj ect s,i ncl udi ng t heal l iedsubj ect saspar toft heent ir ecour seofst udy.Inbr ief ,cur ri cul um i stheov eral l cont entt aughti naneducat ional syst em oracour se.I tcont ainsal lsy ll abi andot herco- cur ri cul aract ivi ti es. 2. 1.2Et ymol ogyofcur ri cul um andsy ll abus Thet erm cur ri cul um wasder ivedf rom t heLat inwor d“cur rer ng“ e”meani tor un” or“ topr oceed”.“Cur ri cul um”asaLat i dmeans“ nwor arace”or“ thecour seofr ace”. Meanwhi l e,t hewor d‘sy ll abus’ wasor igi nal l ycar vedoutf rom t heGr eekwor d“si tt ybas” meani ng“ par chmentl abelort abl eofcont ent.” Thechangef rom “ sit ty”t o“sy ll a”i s expl ainedasahy per cor rect ionbyanal ogyt o“sy ll ambano”whi chmeans“ bri ngt oget her ” or“ gat her ”.Thewor d“sy ll abus”wast henadapt edbymoder nLat int omean“ li st”.In shor t,f rom et ymol ogi calpoi ntofv iewcur ri cul um hasi tsr ootwor dfr om Lat inwher eas 9 sy ll abuscanbet racedf rom t heGr eekor igi n. 2. 1.3Nat ureofcur ri cul um andsy ll abus Cur ri cul um i sexpl i cit lypr escr ipt ivei nnat ure;howev er,i tmayal soappearbot h pr escr ipt iveanddescr ipt ivei nsomecases.Meanwhi l e,sy ll abusi sexpl i cit lydescr ipt ive. The pr escr ipt ive nat ure ofcur ri cul um meanst hati tisa pl anned phenomenon;i t i nvol vesort akesi ntoconsi der ati onopi nionsofexper tsandspeci fi eswhatoughtt o happen i nthedomai nsofeducat ion. Agai n,cur ri cul um asbot h pr escr ipt iveand descr ipt ivemeanst hatcur ri cul um goesbey ondal lpl annedl ear ningexper iencest o i ncl udet hev erynat uralexper ienceshappeni ngi nrealcl assr ooms.Ont heot herhand, sy ll abusi sdescr ipt ivei nnat ure.Thi simpl i est hatsy ll abust endst ocompr ehensi vel y communi cat einf ormat ionaboutsubj ect sandt opi csenshr inedi napar ti cul arofa cour sest udy. 2. 4.1Scopeofcur ri cul um andsy ll abus Cur ri cul um hasawi derscopewher eassy ll abushasanar rowedscope. The scopeofcur ri cul um i sal way ssai dorseent obewi deorbr oadbecauset heconcepti s notl i mit edt ocont ent ,out comesorobj ect ives.Cur ri cul um goesast epf urt herbyt aki ng i ntoaccountenv ironmentorsi tuat ionanal ysi swhi chi nvest igat esal lki ndsofhuman andphy sicalr esour cesav ail abl etoachi eveeducat ionalgoal s.Nonet hel ess, syl l abusi s nar rowi nter msofscopei nthesenset hati tisl argel yconcer nedwi tht hei nfor mat ion aboutt het opi corsubj ectt obest udi edi nthecour seofast udy.Itdoesnott akei nto consi der ati onav ail abl eeducat ionall ogi sti cssuchasmat eri als,equi pment ,faci l iti es, per sonnel ,ti me, costamongot her s. 10  2. 1.5Dev elopment alBody /Inst it uti on( Cur ri cul um v s.Sy ll abus) Cur ri cul um i ssetoutordev elopedbyt heschool ,st udent sorabodyappoi ntedor mandat edbyt hegov ernment.Sy ll abusont heot herhandi sdesi gnedorsetoutbya bodyappoi ntedbyt hegov ernmentandanexam boar dinsomecases.Forexampl e,i n Ghana,t eachi ngsy ll abiar eexpl i cit lydr aft edbyt heNat ionalCounci lforCur ri cul um ( NaCCA)butt he cur ri cul um i s notdev eloped sol elybyt he Nat ionalCounci lfor Cur ri cul um ( NaCCA)butot heragenci esl i ket heschooladmi nist rat ionandt hest udent bodycomei ntopl ayaswel l.Fori nst ance, theGhanaEducat ionSer vicei ncol l abor ati on wi tht he Nat ionalCur ri cul um and Assessment( NaCCA)may dev elop t he t aught cur ri cul um;t heschooladmi nist rat ionmayal sodev elopof fi cialcur ri cul um whi l est he st udentbodymaycomeupwi thahi ddencur ri cul um. 2. 1.6Ter m/Dur ati onofsy ll abusandcur ri cul um Sy ll abusi ssett orunf oraf ixed/ speci fi edper iodort erm;howev er,cur ri cul um i s r oll edt il ltheendoft hecour seorpr ogr amme.Sy ll abusof tenr unsf oray earper iodbut cur ri cul um i sexpect edt obei nuseunt ilt heeducat ionalpr ogr ammef adesout.For exampl e,i nGhanai anbasi cschool s,ev eryt eachi ngsy ll abusi syearboundbecauset he t eachi ngsy ll abususedf ori nst ruct ioni nBasi c1cannotbeusedf ori nst ruct ioni nBasi c 2andv icev ersa.Cur ri cul um ont heot herhandi sdependentont hel ongev ityoft he cour seofst udyi ntheGhanai anbasi cschool s. 2. 1.7Uni for mit y(Sy ll abusv s.Cur ri cul um) Sy ll abusv ari esf rom subj ectt osubj ectwher eascur ri cul um i ssamef ort heent ir e i nst it uti on/ school.Inot herwor ds, syl l abusi snotsamewi thal lteacher sbutcur ri cul um 11 i suni for mforal lteacher sinaschool. Fori nst ance,t eachi ngsy ll abusf orEngl i sh l anguagef orUpperPr imar yisnotsameast eachi ngsy ll abusf orMat hemat icsf orUpper Pr imar ybutt hecur ri cul um r emai nssamef oral lteacher swhot eachatt heupper pr imar ylev el.I not herwor ds, ateachert eachi ngasubj ectsay ,Ghanai anLanguagei na basi cschooli srest ri ctedt otheuseofGhanai anLanguagesy ll abuswher easanot her t eachert eachi ng I CT i nthe same schooli s bound t oICT t eachi ng sy ll abus f or i nst ruct ion.Meanwhi l e,t hecur ri cul um r unni ngi nthei nst it uti oni snotdi ff erentf rom t he subj ect sbei ngof fer edl i kewi set het eacher steachi ngt hesubj ect ;iti ssamef ort he ent ir einst it uti on. I nanut shel l ,sy ll abusi ssetf orasubj ectbutcur ri cul um i ssetf oracour seof st udy.Al thought het woconcept sar eamongt hemostmi sconst ruedt ermsi nthef iel d ofeducat ion,t hedi ff erencesbet weent hem ar etosomedegr eeobv iousespeci all y whenwet ackl ethem f rom t hei rvar iousmeani ngs, root s/or igi n/et ymol ogi calv iewpoi nt, scope, nat ure, ter m/dur ati onanduni for mit y. Act ivi ty 1.Out li neanyf ive( 5)di ff erencesbet weenacur ri cul um andasy ll abus. 2.Exami nef ive( 5)way sthatmakesy ll abusdi sti nctf rom acur ri cul um. 12  UNI T3: THESTRUCTUREANDCONTENTOFTHECURRI CULUM 3. 1TheSt ruct ureandCont entoft hePr e-t ert iar yEducat ionCur ri cul um i nGhana Ev ery dev eloped cur ri cul um i s basi cal l y wov en ar ound t wo cent ralpar ts; st ruct ureandt hecont ent.Thest ruct urel ooksatt hev ari ousst agesal ongsi det hei r cor respondi ng dur ati on whi l es t he cont enti s aboutt he v ari ous subj ect s and/ or act ivi ti esdesi gnedf orl ear ner stogot hrough. Unt ilr ecent ly, for mal Basi cEducat ionwasf oral lGhanai anpupi l sfr om KGt oJHS 3( Grade9) ,af terwhi chl ear ner scoul dpr ogr esst ofor malSeni orHi gheducat ion, v ocat ionaleducat ionandt rai ning,di rectent ryt oempl oymentordi stancel ear ning. Howev er,i nthecur renteducat ionr efor ms,Basi cEducat ionhasbeenr edef inedasa conceptt oincl udeSeni orHi ghSchool ,andt hesy stem sub- div idedi ntof ivekeyphases asf oll ows: 1.KeyPhase1[ Foundat ionl evel compr isi ngKi nder gar ten1&2] Ear lyYear s 13  2.KeyPhase2[ Lowerpr imar ylev elmadeupofB1t oB3] 3.KeyPhase3[ Upperpr imar ylev elofB4t oB6] 4.KeyPhase4[ Juni orhi ghschool lev elofB7t oB9] 5.KeyPhase5[ Seni orhi ghschool lev elcompr isi ngSHS1-SHS3]. KeyPhases1and2const it uteEar lyYear s. 3. 1Thest ruct ureoft heGhanai anbasi cschool cur ri cul um Fi gur e1di spl ayst hest ruct ureofpr e-t ert iar yeducat ioni nGhana. Age Basi cEducat ion Ter ti aryEducat ion PRE- PRI MARY( KG) 2y ear s 4-8 PRI MARY( LOWER) 3y ear s 8–12 PRI MARY( UPPER) 3y ear s 12–15 JHS 3y ear s 3y ear s 15–18 SHS/TVET 3/ 4 14 y ear s EARLYWORLDOF SPECIALISED UNI I POLYTECHN C WORK– I NSTITUTIONS Above VERSI i.Entr epreneurshi p Coll egesofEducation, 18 i i.Lowlevelemployment GIJ, NAFTI,GIMPA, i ii.Vocati onaltrai ning GhanaSchool of TY vi.Apprenti ceship Survey ingandMappi ng, Coll egesofNur si ng, LATERWORLDOFWORK Sour ce:NaCCA,2019 Source:adapt ed from the Pre- Tert iar y Educat ion Cur ri cul um Fr amewor k,Nat ional Councilf orCur ricul um Framework(NaCCA). 3. 1.1St ruct ureExpl ained Educat ionatKeyPhase1begi nsatage4wi thKi nder gar ten( KG)educat ionand connect swi thLowerPr imar yeducat ionupt