INTRODUCTION
The term curriculum is derived from the Latin word currere which mean path. In this sense curriculum is the path through which the student has to go forward in order to reach the goal envisaged by education usually the term curriculum is understood as a group of subjects prescribed for study in a particular course. But curriculum is not confined to this narrow concept. Curriculum should in no way to considered as synonymous with courses of study. The course course of study does list much of the content to be learnt and indicate some of the major activities but these form only part of the curriculum. Curriculum should be considered as a broad-based term encompassing every aspect concerning a course of study. Curriculum for a course of study may be conceived us the totality of experiences a pupil is exposed to within the boundaries of the school and outside while undergoing that course, with a view to achieve the anticipated educational goals.
Curriculum approaches
Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum. Even the text book writers or instructional material producers have different curriculum approaches.
The following are the four curriculum approaches.
Approaches to curriculum organizations
There are several approaches to curriculum organization. the major approaches are:
1. Integrated approach
2. Disciplinary approach
3. Pupil centered approach
4. Teacher centered approach
5. Process approach
6. Content for subject centered approach
7. Factual approach
8. Conceptual approach
9. Flexible approach
10. Structured approach
11. Concentric and spiral approaches
12. Psychological and logical approaches
13. Topical and unit approaches
a) Concentric and spiral approaches
The whole curriculum is spread over a number of years. a general treatment of almost all the topics are attempted at the beginning and it is developed in successive years according to the mental development of the pupils. In the beginning of the course, the whole aspect is given to pupils in a simplified way. In the next year more and more details of its parts are added. It follows the maximum of teaching, such as from whole to part, simple to complex, easy to difficult etc. Among educationist of modern times, Burner is the main exponent of the approach is maintained. Sometimes this approach is referred to as concentric approach. But the term “spiral approach” is preferred to the other. The term spiral gives the additional implication that while attempting gradation the linkage too is taken care of and the continuing of the topic concerned is never broken. While conceiving it as concentric only the widening of the scope is indicated but the linkage is not taken care of.
b) Psychological and logical approaches
The arrangement of subject matter based on the principles of psychology is known as psychological approach. In this approach, the criterion for inclusion of an item in the curriculum will be the psychological needs, requirements, potentials, capacities, etc. Appropriate for the developmental level of the stage for which the curriculum is being designed. In other words this approach is in tune with the principle of child-centeredness. In the logical approach stress is given to the logical sequence. It is often criticized that by splitting topics to suit the developmental status of the learner, this logical developments broken. Logical approach demands maintaining the logical sequence while developing a curriculum. At the same time, a good curriculum if carefully developed can maintain the psychological approach without sacrificing the logical sequence of the subject.
c)Topical and unit approaches
Every subject of study involves number of topics. a topic is a comprehensive collection of elated learning materials pertaining to specific are of the subject, systematically and sequently arranged so as to get a holistic picture of those aspects. There are a large number of concepts, principles, processes and skills associated with this area. Which act as related part of a “whole”. Since these aspects are inter-related and maintain certain logical sequences and co-relations, it is often advised that the topic should be thoroughly dealt with and mastered before passing in to another topic. This is known as the topic approach in curriculum.
d) Behavioral approaches
This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which is aimed to achieve efficiency. In education, behavioral approach begins with education plans that start with the setting of goals of objectives. These are the important ingredients in curriculum implementation as evaluation the learning out comes as a change of behaviour. The change of behaviour indicates the measures of the accomplishment.
e) Managerial Approach
In this approach, the principal is the curriculum leads and at the same time constructional leader who is supposed to be the general manager. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction school administrations are less concerned about the content than about organization and implementation.
f) System approach
This was influenced by systems theory, where the parts of the total school district of school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach it shows the line –staff prelateship of personal and how decisions are made. The following are of equal importance:
a) Administration
b) Counseling
c) Curriculum
d) Instruction
e) Evaluation
g) Humanistic Approach
This approach is rooted in the progressive philosophy and child-centered movement. It considerate the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learners at the center of the curriculum.
CONCLUSION
Curriculum is the plan for bringing desirable changes in student behavior. There are many approaches in curriculum organization.
Dehignmg of curriculum is associated with social, emotional and psychological factors of a child, which aims the total development of a child in their life.
REFERENCES
- www.ncsall.net › .
- www.unom.ac.in
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