UNIT 5 CURRICULUM: MEANING

AND ITS DIMENSIONS

Structure
5.1 Introduction

5.2 Objectives

5.3 Meaning of Curriculum

5.3.1 Differentiating Between Curriculum Framework, Curriculum,
Syllabus and Text Books

5.4 Types of Curriculum

5.5 Approaches to Curriculum

5.5.1 Behavioural - Rational Approach
5.5.2 Systems - Managerial Approach
5.5.3 Intellectual - Academic Approach
5.5.4 Humanistic - Aesthetic Approach
5.5.6 Reconceptualist Approach

5.6 Curriculum and the Role of Teachers

5.7 Let Us Sum Up

5.8 Unit-End Exercises

5.9 Answers to Check Your Progress

5.10 References and Suggested Readings

5.1 INTRODUCTION
Education of individual takes place both in natural and contrived environments.
Although, the learner is the key player in any kind of learning environment, the
role of both the learner and the teacher assumes greater significance in a contrived
environment.

Both the learner and the teacher act equally in the educational process to mediate
their interaction with the help of certain pre-decided learning experiences. These
learning experiences are usually the third dimension of the teaching-learning
process and in pedagogic terms, is called curriculum.

In this unit, we-will understand about this third dimension, its purpose and how
it affect students and teachers. Since, this is the first unit of this Block, the
concepts discussed herein will set the stage for discussion for the other Units.
We will try to understand curriculum through various definitions and also through
its approaches, which reflect a person’s viewpoint encompassing the foundations
of curriculum.
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Understanding Curriculum The unit will also emphasize the role of various representative groups in ensuring
a socially relevant curriculum. The significance of in-built monitoring and feedback
mechanism has been also emphasized.

Hence, in this unit you will gain an understanding of the different interpretations
of curriculum, its genesis and growth, and the underlying processes and criteria
that facilitate curriculum changes. You will understand the role of curriculum in
making education more purposeful and geared to meet ever-changing societal
needs, and also to achieve the objectives of teaching - learning.

5.2 OBJECTIVES
After going through this unit, you should be able to:

 define ‘curriculum’;

 explain the different interpretations of the concept of curriculum;

 defferentiate between the various approaches to curriculum;

 explain the curricular processes and criteria; and

 illustrate the role of curriculum in effective teaching and learning.

5.3 MEANING OF CURRICULUM

According to Smith (1996, 2001) ‘the idea of curriculum is hardly new-but
the way we understand and thorize it has altered over the years - and there
remains dispute as to meaning’.

The Latin meaning of the term ‘curriculum’ is a ‘racecourse’ used by chariots.

Hence, it can be understood as any path or course of study which to be
undertaken by an educational institution, to be covered in a specified timeframe.
The course of events can take place both inside and outside the school. Hence,
while defining curriculum as ‘course of events’, one need to elaborate, ‘which
course of events’. It encompasses “the total experience provided to the learners
in and out of school’.

There are many definitions abound in the literature, which will help in broading
our understanding.

Marsh and Stafford (1988) highlight three dimensions of curriculum

 curriculum includes not only list of contents but also the aims and objectives,
learning experiences and evaluation;

 curriculum comprises of planning learning; and

 curriculum and instruction can not be separated.

Dewey (1902) defined Curriculum as a continuous reconstruction, moving from

the child’s present experience out into that represented by the organized bodies
of truth that we call studies . . . the various studies . . . are themselves
6 experience— they are that of the race. (pp. 11–12)
Carter V. Good (1959) describes curriculum as “a systematic group of courses Curriculum: Meaning and
its Dimensions
or sequences of subjects required for graduation or certification in a major field
of study.

According to Wiles and Bondi (1988), “a curriculum can be called as a plan

for learning, which contain assumptions about the purpose of education in our
society, it also has a definite structure through which the vision of the planners
can be translated into learning experiences for the learner. Hence, any curriculum,
comprises of two major dimensions: a vision and a structure. Tanner and
Tanner (1980) define, “Curriculum is the reconstruction of knowledge and
experience systematically developed under the auspices of the school (or
university), to enable the learner to increase his other control of knowledge and
experience”. Doll (1986), defined the curriculum of a school as the formal and
informal content and process by which learners gain knowledge and understanding,
develop skills, and alter attitudes, appreciations, and values under the auspices
of that school.

According to Brown D.F (2006) curriculum include all student school experiences
relating to the improvement of skills and strategies in thinking critically and
creatively, solving problems, working collaboratively with others, communicating
well, writing more effectively, reading more analytically, and conducting research
to solve problems.

Thus, a curriculum is neither a document nor a sequence of experiences. It

is a plan of facilitating learning for the learner. This plan starts from where the
learner is, enumerates all the aspects and dimensions of learning that are
considered necessary, gives reasons why such learning is considered necessary,
and what educational aims it would serve. The plan also defines stage-specific
objectives, what content to teach, and how to organise it. It also recommends
general principles of teaching methods and evaluation and criteria for good
teaching–learning material. Such a plan, of course, is almost always set in a
document or a set of documents and implemented through organised experiences
for children under teachers’ guidance; but perhaps conceptually the plan should
remain in focus, while the document remains a contingent reality and the course
of experiences as implementation of a plan. (National position paper, NCERT,
2006 Curriculum).

Beane et. al.(1986) have grouped- most of these definitions under the following
four categories, which clear indicate the nature of curriculum , which are as
follows:

 Curriculum as a product

 Curriculum as a programme

 Curriculum as intended learning outcomes

 Curriculum as planned learner experiences

Let us understand them. 7

Understanding Curriculum a) Curriculum as a Product

The definition of curriculum as a product is derived from the idea that the school
or university prepares a document which would consist of a list of courses and
syllabi of those courses. These documents are the result of curriculum planning
and development.

b) Curriculum as a Programme

Here, a curriculum regend as to the courses of study offered by the school.

It could also, mean a student’s choice of courses within a given program of
the school. Such a definition of curriculum is most widely accepted by schools.
However, the broader interpretation of this definition relates to the broader
purpose of the school i.e. learning and hence here, curriculum is the means
of achieving that purpose and it will denote sources of learning other than just
the courses the study. It acknowledges the learning that occurs in several school
settings like cultural events, sports activities, in the cafeteria, in the bus, in the
principal’s office, etc. apart from the prescribed course of study that takes place
through various activities.

c) Curriculum as Intended Learning Outcomes (ILOs)

Here, curriculum is defined as ‘what is to be learned’. This definition of curriculum

clearly demarcates what is to be learned from and how it is to be learned.
The question of why something is to be learned is not considered. Curriculum
in this context refers to knowledge of content, skills, attitudes and behaviour
that learners are supposed to learn in school or college. Learners go through
planned leaning experiences by interacting with their peer group and teachers
in the school environment, in general. However, proponents of this definition
believe that such sources of learning then characterize “instruction”. There is
considerable debate over the meaning of the terms ‘curriculum’ and ‘instruction’.
Some curriculum designers see a distinct difference between what and how of
learning. Their definition limits the idea of curriculum to the former. Curriculum
as intended learning outcomes prescribes the result of instruction and not the
means, i.e. the activities, material even the instructional content. The advantages
of this definition are:

i) Outcome is directly linked to the objectives, and

ii) The basic plans of learning and its implementation or transaction are kept
as distinct entities.

The disadvantage of this definition is that it does not take a comprehensive

view of learning. The what and how of learning are treated separately and this
leads to fragmented planning.

d) Curriculum as Planned Learning Experiences

The three definitions of curriculum discussed above have in common the idea
that curriculum is something which is planned prior to the teaching - learning
situations. The fourth category of definitions differs from the above as it refers
to curriculum as experiences of the learners which is an outcome of the planned
8 situations. The proponents of this group firmly believe that what happens is not
always in accordance with what was planned. Hence the above definitions, in Curriculum: Meaning and
its Dimensions
their opinion, constitute only the curriculum plans, whereas the actual curriculum
is the learning that occurs in the students after going through different experiences.

In their opinion the outcomes of the planned situations of the course contents
are more important than the course content itself. In other words, learning
experiences must be well planned. A curriculum should include as analysis of
the learner’s learning experiences. To illustrate this definition, imagine that a
teacher conducts a monthly project activity, with the goal of fostering team spirit
and cooperation among the members. However, every month the teacher assigns
poor grades to the shy and quiet members and high grades to the bold, talkative,
and dominating members. As a result the former group would gradually get
demotivated and resist any such activity. They will also learn that it is the high
grades that matter and will not be able to include the intended qualities of team
spirit and cooperation. Hence the course of events, which emerges, is different
from what was intended. The advantages of this definition are:

i) It is learner-centric and focuses more on learning than teaching.

ii) It imparts a complex and comprehensive meaning to the term ‘curriculum’.

5.3.1 Differentiating Between Curriculum Framework,

Curriculum, Syllabus and Text Books
Most often, there is confusion in the terms curriculum framework, syllabus and
curriculum itself. Let us try to understand the difference among these terms.

Curriculum Framework: It is a plan that interprets educational aims vis-a-

vis both individual and society in order, to arrive at an understanding about
the kinds of learning experiences to be given to the learner in the schools.

Curriculum: You have already studied various definitions as curriculum. It must

be clear to you know that of Curriculum is planned activities which are designed
to implement a particular educational aim includes the content to be taught and
the knowledge, skills and attitudes which are to be deliberately fostered, together
with statements of criteria for selection of content, and choices in methods,
materials and evaluation.

Syllabus: Refers to the content of what is to be taught and the knowledge,

skills and attitudes which are to be deliberately fostered; together with stage
specific objectives.

Textbook: When as a teacher, you start working with children in classrooms;

you have some ‘content’ that you have to teach, in other words, you have
a syllabus. That syllabus is very often confined in the textbook. Thus, a textbook
becomes an embodiment of syllabus—all that is in it has to be taught, and that
is all that is to be taught. It becomes a methodological guide for all aspects
of classroom practices —i.e. what has to be read, it also becomes the evaluation
system—questions at the end of each chapter have to be answered orally and
in writing, reproducing the text from the book itself. The possibility of providing
enriched experiences to the children gets a little boost when teacher starts using
textbooks as reflective guides. 9
Understanding Curriculum
Check Your Progress
Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit.
1) Define curriculum in your own words.
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2) What are the advantages of accepting the definition of curriculum as

a programme of studies?
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5.4 TYPES OF CURRICULUM

Curriculum can broadly be classified into three main categories. These are:
i) Overt or Explicit Curriculum
ii) Hidden or Implicit Curriculum
iii) Null Curriculum
Let us understand each of these categories.
Overt Curriculum
Overt curriculum is also known as explicit curriculum and intended curriculum.
This includes all those curricular and co-curricular, experiences, which are
intentionally planned by the school, college or university organization to be
provided to the learners. It consists of knowledge, skills, attitudes and values,
which are overtly to be provided to the learners. Overt curriculum is designed
keeping in mind the goals and objectives of the educational system. Thus, it
is confined to those written understandings formally designed by curriculum
designers and administrators.
Hidden Curriculum
Hidden Curriculum is unintended or unnoticed curriculum which is often
unwritten. You know that curricular inputs are implicitly provided to the learner
by the organization through various means. Learners learn a lot from the social
environment of the classroom and the school. A teacher during her course of
interaction with learners provide instructional inputs, which might not be planned
and designed by her earlier. Through various non-verbal behaviour like gestures
and postures, eye contact, appreciation of learner behaviour by nodding, the
teacher conveys many things. A hidden curriculum also includes the value system
of the school and its teachers. Hence, a hidden curriculum is as important as
the overt curriculum. Learners learn ‘appropriate’ ways to act at school is the
10 part of hidden curriculum.
Null Curriculum Curriculum: Meaning and
its Dimensions
It is physically not possible to teach everything in the schools, therefore many
topics and subject areas are excluded intentionally. Eisner called them as ‘Null
Curriculum’; For example, life education, career planning, etc. are not fine part
of overt curriculum but are important areas.

5.5 APPROACHES TO CURRICULUM

A clear understanding of any kind of curriculum depends on the approach the
curriculum designers have adopted. The approach to curriculum provides the
broad perspective, orientation or position a particular curriculum is based on.

Ornstein and Hunkins (1988) have provided the following features of curriculum
approach:

 A curriculum approach reflects a holistic position, or a metaorientation,

encompassing the foundations of curriculum, domain of curriculum, and the
theoretical and practical principles of curriculum.

 It expresses a viewpoint about the development and design of curriculum,

the role of the learner, teacher and curriculum specialist in planning
curriculum, and the important issues that need to be examined.

Very often this broad perspective is based on different theoretical positions

pertaining to how educational discourses in a school or college situation have
to be designed, developed and implemented. Our intention here is to explicate
some of these theoretical positions which have influenced the concept and the
process of curriculum.

Although one can find different approaches to curriculum put forth by different
authors, in our discussion, we shall touch upon five approaches presented by
Ornstein and Hunkins (1988). These are discussed in the coming sections.

5.5.1 Behavioural - Rational Approach

This approach is based on a logical - scientific perspective, which has emerged
out of researches done in behavioural sciences and dominated the thinking domain
in the early twentieth century. This approach is also known as logical positivist,
conceptual, empiricist, and experimentalist, rational - scientific and technocratic.
The protagonists of this approach believe that curriculum making is a sequential
and structured activity. They emphasize that any kind of activity has to start
with goals and objectives, followed by sequencing of content or learning
experiences and then evaluation of learning outcomes (student achievement/
performance) based on objectives, content and transaction of learning experiences.

Behaviourial approach is oriented to behaviourial objectives, which means

objectives in the observable terms expected from learners after teaching. This
approach is also criticised for the reason that precise specification is observable
only at the lower level of learning such as addition, memorization etc. however
for the higher order thinking skills (eg. critical analysis, sythethik thinking) it is
impracticable.
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Understanding Curriculum 5.5.2 Systems - Managerial Approach
According to this theory, the school is perceived as a social system. There are
various components of a school systems which interact among themselves to
achieve the intended objectives formulated by the schools. These components
are teacher, student, curriculum specialist and others who interact with them
according to certain norms and standards. Thus, this approach focuses on
programmes, schedules, space, materials, equipment, personnel and resources.
Consideration is given to committee and group processes, communication
processes, leadership, methods and strategies, human relations and decision
making (Ornstein and Hunkins, 1988). The focus of this approach, unlike
behavioural-rational, is not on the objectives, contents and evaluation of learning
experiences, but on the management and improvement of the school system
based on policies, plans and people. It embodies both managerial and systems
perspectives in curriculum design.

While the managerial perspective refers to organization of people and policies,

the systems perspective looks at three major components i.e. engineering, stages
and structures. Engineering constitutes those processes through which engineers
like principals, directors, superintendents and coordinators plan the curriculum.
Stages refer to development, design implementation and evaluation. Structure
constitutes subjects, courses, units and lessons.

5.5.3 Intellectual - Academic Approach

This approach had its genesis in the intellectual work of John Dewey, Henry
Morrison and Boyd Bode and became a popular approach during the 1930s
and 1950s. It analyses major positions, trends and concepts of curriculum. It
looks at schooling and education from a broader perspective and discusses
education from a historical and philosophical angle.

It is usually scholastic and theoretical hence also referred to as ‘traditional,

encyclopedic, intellectual or knowledge - oriented approach (Ornstein and
Hunkins, 1993).

5.5.4 Humanistic - Aesthetic Approach

As opposed to the behavioural - rational approach, this approach emphasizes
the uniqueness of each child and the curriculum has to be designed and developed
based on the needs, interests, and ability of children. It lays stress on self-
actualization and self reflectiveness of the learners. Originating in humanistic
theories of learning, this approach emphasize on valuing ego identity, freedom
to learn and personal fulfillment. The curriculum focuses on active interaction
among learners and teachers, on problem solving and on inquiry. Cooperative
and collaborative learning, independent learning, small group, learning are some
of the curricular strategies which have emanated from this approach. This
approach also propagates for curriculum areas in arts, music, literature, dance,
etc. which emphasise the development of human side of the learner more than
on the development of his intellectual activities.

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5.6.5 Reconceptualist Approach Curriculum: Meaning and
its Dimensions
Although reconceptualists have not contributed anything towards ‘approach to
curriculum’ in terms of providing technical knowledge for developing curriculum,
they have certainly provided a newer perspective, which is subjective, political,
and ideological in nature. This perspective is rooted in the philosophy and social
activitism of deconstructionists like Count, Rugg, and Benjamin. They challenge
the traditional, scientific and rational views of curriculum and they lay emphasis
on moral and ideological issues of education and economic and political
institutions of society. A basic principle of reconceptialism is that the more learners
understand themselves, the more they will understand their world. Thus,
curriculum development must be connected with historical, economic, political
and contemporary social frame of reference.
Check Your Progress
Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit
3) What is null curriculum?
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4) State the main purpose of the humanistic approach to curriculum

development.
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5.6 CURRICULUM AND THE ROLE OF TEACHERS

Teachers determine to a large extent the manner in which the curriculum is
executed in the classroom. Their role is defined in respect of curriculum
transaction and evaluation. It is also believed that teaching-learning would be
more effective if the teacher is involved in the process of the curriculum
development. Their role could be instrumental in the overall improvement of
the curriculum.
Doll (1996) highlights three reasons why teachers could be effective improvers
of the curriculum:
i) Work in close proximate with the learners
ii) Engaged in individual study and
iii) Interact with other teachers and share their curricular experiences.
These three factors enable them to develop insights and skills and can thus
improve the quality of learning experiences, which they provide to the learners.
13
Teachers strive to fulfill educational objectives by fostering understanding and
Understanding Curriculum tolerance among students, awaken curiosity and stimulate independent thinking.
The style of teaching also greatly influences the manner of curriculum transaction.
Hence teachers must be involved in the process of curriculum planning,
development, delivery, evaluation and review (Dewal, 2004). A teacher’s style
can either promote role learning, or, alternatively, it can awaken a child’s curiosity.
Teacher’s involvement and familiarization with curriculum development can make
the teaching-learning process more relevant and authentic. Once the basis and
the instructional role of curriculum are understood, the teacher can think in terms
of alternatives. The evaluation mode and techniques shall, as a result, be more
in agreement with the aims and objectives of curriculum.
Once the basis, the instrumental role, of curriculum is understood, the teacher
can think in terms of alternatives. The evaluation mode and techniques shall
as a result be more in agreement with the aims and objectives of the curriculum.
A teacher of English or mathematics shall not limit his vision to mere teaching
of the subject. He shall try to give the subject its proper place in the broader
framework of a particular level of schooling. If the aim of teaching and learning
is to construct meaningful patterns out of experience, then the teacher who
believes in it shall help his students evolve a more dependable conception of
reality. The teacher’s is the central role in excellence in education and his
involvement in and clarity about curriculum construction shall stimulate his
ingenuity rather than further his indifference.
Check Your Progress
Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit
5) Why should a teacher study the issues related to curriculum
planning and development ?
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5.7 LET US SUM UP

In this unit, we dealt with the definitions of the term “curriculum”. Various
interpretations of the term curriculum were also examined. Depending on the
context, curriculum has been interpreted as- a programme of studies, a product,
intended learning outcomes, and planned learning experiences .We explained the
various approaches to curriculum, which designers adopt.
A curriculum approach reflects a curricularist’s holistic perspective and viewpoint
about the design and development of the curriculum. The approaches discussed
were - Behavioural, Rational, Systems – Managerial, Intellectual - Academic
, Humanistic – Aesthetic Reconceptualist
In this unit we also gave you an outline of the curriculum movement and its
influence on the concept of curriculum. We further discussed the development
of curriculum in the global and Indian perspective. The role of teachers as
14
executions of the curriculum was also highlighted. The unit ended with a Curriculum: Meaning and
discussion on the process of curriculum as change and how the change could its Dimensions

be implemented of revision and improvement of the curriculum. The existence

of an in built monitoring mechanism was emphasized to ensure that the curriculum
was being transacted as visualized.

5.8 UNIT-END EXERCISES

1. Interview teachers, students, educational administrators and parents of
students and find out from them what they mean by the word ‘curriculum’.
2. Make an analysis of the National Curriculum Framework for School
Education (2005) and find out its striking features. Visit [Link]
for NCFSE (2005).

5.9 ANSWERS TO CHECK YOUR PROGRESS

1. It can be defined as set of planned activities which are designed to implement
a particular educational aim- set of such aims - in terms of the content
of what is to be taught and the knowledge, skills and attitudes which are
to be deliberately fostered, together with statements of criteria for selection
of content, and choices in methods, materials and evaluation.
2. The advantages of defining curriculum as a programme of studies are:
a) Curriculum can be described in context terms
b) Learning occurs in many different setting in the school other than the
specified courses of study.
3. It refers to the curriculum, which is not taught. This means curricular matters
are not consciously but are taught by our silence.
4. The main purpose of the humanistic approach to curriculum development
is to enable the student to apply his knowledge in real life situations. Thus
educational experiences gained in the school environment make him an
effective human-being.
5. The study of the curriculum process helps the teacher have an understanding
of the underlying concept of the curriculum achieve the intended objectives
of the curriculum plan teaching-learning activities in more effective ways
make his teaching more authentic and relevant.

5.10 REFERENCES AND SUGGESTED READINGS

Armstrong, D.G. (1989): Developing and Documenting the Curriculum,
Boston: Allyn & Bacon, Inc.
Bruner, J.S. (1960): The Process of Education, Harvard University Press.
Lieane, J.A. (et. al.) (1986): Curriculum Planning and Development, London:
Allyn and Bacon, Inc.
Carter V. Good (1973): Dictionary of Education, New York: McGraw-Hill.
Casewell, Hollies L. (1 966): “Emergence of the Curriculum as a Field of 15
Understanding Curriculum Professional Work and Study”. In Helen P. Robinson, (ed.), Precedents and
Promises in the Curriculunz Field, New York: Teachers College Press.
Dewal, O.S. (2004): ‘National Curriculum’, in J.S. Rajput (ed.). Encyclopaedia
of Education, New Delhi: NCERT.
Doll, Ronald C.(1996): Curriculum Improvements: Decision Making and
Process, 6th ed., Boston: Allyn & Bacon.
Eisner, E.W.(1970): The Educational Imagination. New York: Macrnillan.
Johnson. M. (1967): “Definitions and Models in Curriculum Theory”, Educational
Theory (April).
NCERT (2005): National Curriculum Framework for School Education,
New Delhi : NCERT.
Oliva, Peter F.(1988): Developing the Curriculum, (2nd ed.), London: Scott,
Foreman
Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum, Foundations, Principles
and Issues, New Jersey: Prentice Hall.
Sharpes, D.K. (1988): Curriculum Tradition and Practices, London: Routledge.
Stenhouse, L. (1975): An Introduction to Curriculum Research and Development,
London: Heinemann.
Tanner Daniel and Tanner Laurel N. (1980): Curriculum Development: Theory
into Practice, New York: Macmillan.
Wheeler, D.K. (1976): Curriculum Process, London: University of London.
Wiles, Jon and Bondi, Joseph (1989): Curriculum Development, Ohio: Merrill
Publishing Company).

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