KYAMBOGO UNIVERSITY

FACULTY OF ARTS AND HUMANITIES

MUKWABA ASAPH 24/U/AED/13951/PD

NSUBUGA DAVID 24/U/AED/14686/PD

KALYANGO TREVOR 24/U/AED/13540/PD

ATIM TEDDY 24/U/AED/13176/PD

KULUMBA NOAH 24/U/AED/13732/PD

QUESTIONS:

1. WHAT IS CURRICULUM?
2. GIVE THE TRADITIONAL DEFINITION OF CURRICULUM
3. EXPLAIN THE CONTEMPORARY DEFINITION OF CURRICULUM
4. HOW DO YOU CONCEPTUALISE CURRICULUM?
5. DISCUSS THE PRINCIPLES OF CURRICULUM DESIGN

HP
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The term curriculum originated from a latin word “ Currere” which literally mean to run or to
proceed or race course or a run-away which one runs to reach the goal. In the ancient Rome
“curriculum” referred to a chariot or a race course or racing chariot. Overtime, the term evolved in
educational contexts to describe the course of study or the subject taught in school.

According to Bobbitt(1918) originally used the term to mean a course of deeds and experiences
through which children grow to become mature adults focusing on the developmental path of
education.

According to Derek Rowan in his book: Dictionary of Education 1981, he defines curriculum as a total
structure of ideas and activities developed by and educational institution to meet the needs of
students and to achieve educational aims

Therefore, curriculum are the series of guided or planned learning aided resources that assist in
teaching of learners

The Traditional definition of a curriculum refers to the planned sequence of institution or the course
or study that students must follow in educational institution. These include; the sequence in which
subjects are taught (Order of topics or courses), subjects taught like Math, Physics, Biology, History
Geography, chemistry among others.

This is also a structured and teacher centred approach where the content, objectives and methods
are predetermined by educators or policy makers. This approach typically focuses on transmitting
specific knowledge and skills to students through a standardized and fixed curriculum. It often relies
heavily on textbooks, lectures and assessments that measure the memorization and recall of
content.

According to David E. Tanner in his book: The curriculum theory and practice, traditional curriculum
is discussed in the context of elder educational model that priotise content delivery over student’s
engagement and adaptability. It reflects a more linear process where educators control the learning
experience and the curriculum is fixed for little room for flexibility to individual student’s needs

Joa W. Wilson adds that traditional curriculum development is described as the approach that
follows a clear pre-established flame work with a strong focus on subject content passive role for
students in the learning process

The contemporary curriculum refers to the planned and organized set of learning experience,
knowledge, skills and values that are designed to meet the desired needs of students in a constantly
changing society. It’s not limited to just the subjects taught but encompasses the methods, activities,
assessments and overall learning environment that shapes student’s development

The conceptualisation of curriculum is how best we understand the term following the steps:

Defining learning outcomes: curriculum maker majorly focuses on the output of the learning system,
design content and structure: The topics and courses taught by educators are well revised to suite
their system, selecting teaching and learning strategies: Its important to know that the educators
pick the most appropriate in developing the learner’s thinking. Developing assessments methods:
Therefore, after the end of a course of topic the educator gives exams or activities to know whether
the learners understood the concept. Ensuring flexibility and inclusivity implementing: It should be
able to change if there is a mistake and make new courses and evaluating

Its organised from top to bottom following guided instructions and the methods of assessment are
laid down. Transmission of information from the educator to the learners and the way of
communication and the feedback from the learner, Creativity is looked at from the educators to the
learner that way more logical questions are now brought up which are paraphrased and the time
and pace at which the syllabus is finished is indicated.

Curriculum has a dynamic framework of skills and abilities students develop including problem-
solving and communication. Curriculum prepare the student for their role beyond school by
connecting learning to real world application, community issues and global citizenship.

Principles of curriculum design according to Ralph Tyler is the systematic approach to creating
educational programs that are grounded in clearly defined objectives.

Hilda Taba views curriculum design as a process that should start with the need and experiences of
students. She advocates that involves educators in the development process, emphasizing the
importance of integrating content and fostering critical thinking.

Jerome Bruner (1960) argues that the organisation of knowledge in a way that promotes
understanding and discovery.

Therefore, learning should be designed on the basis of the following

Challenge and enjoyment; Children and young people should find their learning challenging,
engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At
every stage, children and young people should experience an appropriate level of challenge, to
enable each individual to achieve his or her potential. They should be active in their learning and
have opportunities to develop and demonstrate their creativity. There should be support to enable
children and young people to sustain their efforts

Breadth; All children and young people should have the opportunities for a broad range of
experiences. Their learning should be planned and organised so that they will learn and develop
through a variety of contexts within both the classroom and other aspects of school life

Progression; Children and you people should experience continuous progression in their learning
from 3 to 18 years. Each stage should build upon earlier knowledge and achievements. Children and
young people should be able to progress at a rate which is meets their individual needs and
aptitudes.

Depth; There should be opportunities for children and young people to develop their full capacity
for different types of thinking and learning, exploring and achieving more advanced levels of
understanding

Coherence; Children and young people’s learning activities should combine to form a coherent
experience. There should be clear links between different aspects of learning. Such links should be
discussed with children and young people in order to bring different strands of learning together

Relevance; Children and young people should understand the purpose of their learning and related
activities. They should see the value of what they are learning and its relevance to their lives,
present and future.

Personalisation and choice; The learning planned for children and young people should respond to
their individual needs and support particular aptitudes and talents. It should provide opportunities
for exercising responsible personal choice. Once children and young people have achieved suitable
levels of attainment across a wide range of areas of learning, the choice should become as open as
possible.
In conclusion therefore, curriculum as defined and explained above has a fundament role in shaping
the educational system of the world due to it organised and planned strategies that have aided the
learners with the most basic skills for their survival in the day to day changing world.
BIBLIOGRAPHY

Bloom.B (1956). Taxonomy of Educational Objectives, New York, Longman

Bruner.J (1960). The Process of Education, Cambridge, Massachusetts, Harvard University press

Bobbit (1918). The curriculum, New York, Oxford university press

Rowan.T.E.D (1981) A dictionary of Education