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Elements of Curriculum
1. Curriculum goals are general, broad statements that lead towards long-term outcomes.
These goals are typically designed to be met by students after a longer period of time
such as a year of schooling or a series of courses in a discipline. Specifically, goals are
always farther-reaching than objectives, and as such are usually based on the idea that
they lead students towards being better able to be productive members of their
societies.
2. Curriculum Content is the medium through which the objectives areaccomplished.
There are three basic questions related to curriculum content.
c) H o w a r e t h e y a c q u i r e d ?
One has the content with the so-called knowledge explosion phenomenon.
Knowledge has accum ulated so fast that it is no lon ger just
d i ff i c u l t b u t s i m p l y i m p o s s i b l e t o c r a m o u r c u r r i c u l u m w i t h
s u m m a r i e s o f a l l e x i s t i n g knowledge. With so much knowledge being added,
the inevitable question iswhich should be included in the curriculum?
Obviously we cannot include everything. There must be a careful selection to
include why it is relevant toand necessary at the level of the maturity of the learner
3. Method is very important element in curriculum. According to Richards (2013) it is a
way of a teacher to deliver the content. He added it encompasses the types of learning
activities, procedures and techniques that are employed by teachers when they teach
and the prin-ciples that underlie the design of the activities and exercises in their
textbooks and teach-ing resources.
4. Curriculum evaluation is crucial to measuring curriculum effectiveness in any
educational setting. The purpose of curriculum evaluation is to determine whether or
not the newly adopted curriculum is producing the intended results and meeting the
objectives that it has set forth, and it is an essential component in the process of
adopting and implementing any new curriculum in any educational setting. Another
purpose of curriculum evaluation is to gather data that will help in identifying areas in
need of improvement or change.
References
Anderson, LW (2002) Curricular Alignment:A Re-Examination. THEORY INTO
PRACTICE, Volume 41, Number 4, Autumn. College of Education, The Ohio State
University
Myatt, M. (2018) Building curriculum coherence. Impact. Journal of The Chartered College
of Teaching.
Newmann, F. M., Smith, B. A., Allensworth, E., & Bryk, A. S. (2001). Instructional program
coherence: What it is and why it should guide school improvement policy. Educational
Evaluation and Policy Analysis, 23(4), 297‐321.
Richards, J.C (1985) Language Curriculum Development. University of Hawai, Honolulu,
USA
Richards, J.C (2013) Curriculum Approaches in Language Teaching: Forward, Central, and
Backward Design. RELC Journal 44 (1) 5–33 DOI: 10.1177/0033688212473293
rel.sagepub.com
Schmidt,W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum coherence: an
examination of US mathematics and science content standards from an international
perspective. Journal of Curriculum Studies, 37(5), 525–559.
Schweitzer, K (2019) Curriculum Design: Definition, Purpose and Types, from
https://www.thoughtco.com/curriculum-design-definition-4154176