second semester - unit 1 curriculum

Unit I

Curriculum in Social Science

Introduction

Curriculum is a conceptual scheme and a dynamic entity in the school setting. Since many educationists attribute many things to the curriculum a generally acceptable definition of curriculum has so far become elusive. In ancient societies need for a curriculum was not acute, because the knowledge to be mastered was limited. But, in today’s context, when the available body of knowledge is enormous and complex, the curriculum has assumed great significance.

Meaning

Curriculum has been derived from a Latin word currer which stands for ‘course to run’ . In the field of education thus curriculum signifies a race course to be run by a student for achieving the aims and objectives of education.

Definitions

“It (curriculum) is a tool in the hands of the artist (teacher) to mould his material (pupil) according his ideal (objective) in his studio (school)”. Cunningham

“The curriculum consists of content, methods and purpose.  These three dimensions interacting are operational curriculum” Taylor

Curriculum is “the total effort of the school to bring about desired outcomes in school and out-of-school situations” Alexander & Saylor

Characteristics of Curriculum

·         Curriculum is a tool in the hands of the teacher which is used to realize the objective.

·         It is pivot, around it whole human knowledge concentrates.

·         It includes those activities which are used by the school to attain the purpose of education.

·         It is more than teaching and learning and includes practice, activities industry vocation and acquiring knowledge.

·         The curriculum is made up of everything that surrounds the leaner in all his working terms.

·         Curriculum in includes the total learning experience that a child receives at a school.

·         All the learning inside or outside the school which is planned a guided by the teacher.

·         It includes content method of teaching and purpose of education.

Difference between Curriculums from Syllabus

Curriculum and syllabus are of an equal importance for an institute, but there is a distinction between the two of these. Curriculum is a set of guiding principles which have been established to help the teachers/facilitators decide on the content to be taught. It not only defines the subject’s content but also helps in defining methods to be used to measure each student’s comprehension of the subject.

Syllabus is a detailed list of concepts to be taken up in a particular grade. Curriculum is generally not accessible to students wile syllabus is accessible to the students at the beginning of the term.

Curriculum is usually designed at the State or National Level. It can also be designed at the College or Institute level so that the teachers are aware of the content to be taught throughout the year. It is a systematic representation of not only the content but also upon the ideas of ‘how’ to teach the students. It also acts as a guide for deciding about the Assessment criteria to be used and is also used as a roadmap to decide upon the subject content by many educators.

Syllabus is created by the teachers for their respective courses and is usually focused upon a particular class. Syllabus provides the learners with an over-view of the course content in order to allow them to understand the expectations by the term end.
Syllabus generally provides the students with the schedule of teaching to be undertaken, with details of submissions of projects, assignments, assessments, etc. This gives the students/ guardians to plan and work on the weak areas.

Principles of curriculum

i.                        Principle of Child Centeredness

·         The curriculum should be child centered.

·         It is means that what is to be given  children in the form of learning experiences  at a particular age and grade

·         Curriculum should properly suit their age, abilities, capacities, interests, mental development and previous experience.

·         Curriculum is meant for the development and welfare of the children.

·         Curriculum should fulfill  the needs and requirement of the developing children

      ii.            Principle of activity centeredness

·         Children are quite active by nature.

·         Children always take interest, pay attention and are benefited by those learning experiences that involve activities, learning by doing and living on their part.

·         Curriculum provides opportunities for the students to bring desirable changes in their behaviour in the ongoing teaching – learning process.

    iii.            Principle of environment centeredness

·         The social science curriculum should be developed keeping in view the physical and social environment of the students.

·         The subject stands mainly for acquainting the students with their physical and social environment – the people, social institutions, physical surroundings and their mutual interactions.

·         The selection of subject material and learning experiences for the curriculum of the subject should be made on the basis of their link with the events, problems things and situations prevalent in their physical and social environment.

    iv.            Principle of understanding human  relationships

·         Development of necessary understanding, skills and attitude among the students for the proper maintenance of human relationships is one of the prominent aims of teaching social science in our schools.

·         Curriculum in social studies which can help in the establishment of harmonious relationships not only among the members of a community and nation but also among the people of the whole universe.

      v.            Principle of community centredness

·         Community contributes a lot in building the future of the young generation.

·         Children may learn a lot through the various useful and relevant resources available in the community.

·         Social science very much linked with the study of the community and its people and their interrelationships.

·         Curriculum of social science may help the students in drawing closer to the community and contribute appropriately in its progress.

    vi.            Principle of Correlation

·         It is also essential to follow the principle of correlation in the construction of the curriculum of social science.

·         The principle of  correlation ask for  teaching social science in such a way  as its link its study (1) with the study of other subjects  and activities of the school curriculum (2) with the physical and  social environment of the students (3) with the day to day life activities of the  students.

·         Curriculum provides appropriate opportunities to thee students to acquire the desired knowledge and experiences in a correlated and integrated manner for being utilized properly in their life.

  vii.            Principle of interest

·         Interest is the mother of both attention and motivation- the well known key factors in the success of any teaching learning process.

·         The study of content and experiences of thee subject social science that the students feel interesting and purposeful to them.

·         Due attention  should be paid for  the inclusion of such interested topics  content and learning experiences  in the curriculum of social science that they my work for  capturing and maintenance  of thee interest and attention  of the student  of social science

viii.            Principle of Individual differences or students

·         It is natural for the students of social science to differ from one another in respect of their possession of general and specific abilities, capacities, interests, attitude, aptitudes learning potential and many other characteristics.

·         Social science teacher to witness a wide variety of individual differences among the students of his classes eg. Gifted, dull, backward and average students showing differences in their choices and interest of the study off one or the other things.

·         The development of social science curriculum, proper attention should be paid for making room to the varying types of individual differences found in the students of social science.

    ix.            Principle of utility

·         According to this principle   only those topics, subject material and learning experiences should be in the curriculum of social science which are found to possess any utility to the students.

·         The perception of such utility the curriculum framer should always pick up a broad angle rather than the narrow.

      x.            Principle of fulfilling the needs  of higher classes

·         The study in social science of the students of a particular school does not end with the study of their subject in a particular grade or school stage.

·         They have to travel on the path of their study from lesser to higher grade or class and from one steep of the educational ladder to the next higher one.

·         Social science curriculum in a vertical way ie, increasing its difficulty level from one grade to the next higher grades.

    xi.            Principle of forward looking

·         One should also take care of the principle of forward looking in the development of the curriculum of social science.

·         The principle of forward looking of those topics contents and learning experiences related to social science that may prove helpful to students in leading their future life in a proper way.

·         The topics and learning experiences helpful in training the students in civic competency, efficient citizenship, sociability, socio-cultural adjustment, democratic living, national understanding and world brotherhood for preparing them to lead their future life in the most desirable way.

  xii.            Principle of availability of  time and other resources

·         The implementation of curriculum carries no less significance than its construction or development.

·         In the development of social science curriculum, it is essential  to keep in mind  the proper  implementation  of this curriculum under thee prevalent  conditions of schools , in reference to the possible  of time and other men—material resources.

xiii.            Principle of flexibility

·         The principle of flexibility should also be paid due consideration in the construction of the social science curriculum.

·         The social science curriculum should shows signs of flexibility and dynamism.

·         The social science curriculum has to cater to the needs of thee individuals and society it has to be redesigned and remodeled to suite these changes.

·         A social science teacher may need to have necessary flexibility in the implementation of the developed social science curriculum in his school.

xiv.            Principle of consultation with teachers

·         Teachers of social science play a key role in the implementation of the social science curriculum of any grade or stage.

·         Teachers are the persons who actually have to implement and carry out the spirit of the curriculum.

·         Teachers are the better persons to tell what is really suitable to their students.

·         It is quite essential  to seek proper  involvement of the  social science  teachers in the  development of the social science curriculum

  xv.            Principle of Leisure

·         The curriculum should prepare the child for the use of leisure time. The capacity to enjoy leisure greatly determines a man’s capacity to enjoy leisure greatly determines a man’s capacity to work.

·         The school curriculum should therefore prepare the would be citizens to use their leisure time effectively.

xvi.            Principle of Conservation

·         It has been stated that nations live in the present on the past and for the future. This means that the present, past and the future needs of the community should be taken into consideration.

·         The past is a great guide for the present as it helps us to decide what has been useful to those who are living now.

Approaches to the organization of Social Science Curriculum

1.      Topical Approach

Topical approach as suggested by name is of the opinion to allot a definite number of topics related to the study of social science to the curriculum of any of the grades. In applying this approach, therefore a few topics of social science may be marked for being included in the curriculum of a particular grade and then it is expected to cover all the contents or learning experiences related to that topic in that grade or class and not allowing their repetition in any way in the junior or senior grades. Thus a topic marked for a particular grade must have the beginning and end in that way grade without needing it to be taught in the earlier and later grades.

Eg: If we include the topic ‘climate’ in the curriculum of social science of class VII. Hence we must include all what is taught on this topic to the students during the entire stage of secondary education, in this way we are required to have different sets of topics for their inclusion in the curriculum of different grades of elementary and secondary stages of school education.

Adaptation of this approach for the organization of social science curriculum in social science is sometimes credited for helping the students and teachers

·        To deal with the simple topics in the earlier grades and difficult one in the higher grades.

·        To focus only on a few topics included in their present curriculum while leaving        the rest to the earlier or later grades.

Merits

·         It provides continuity

·         It gives significance to content

·         Each topic has transfer value for other topics

·         It facilitates learning.

·         As topics are most easy to teach rather than the complicated content of thee text. It provides an effective aid for the teacher.

·         The topical arrangement is helpful in advising the duplication in the curriculum.

Limitations

·         Sometimes topic is not selected carefully to avoid duplication.

·         It implies a false and misleading simplicity.

·         As there is no agreement as to what constitutes a suitable topic, therefore some topic included are trivial and others are all inclusive.

·         The sum total of topics falls for short of the subject or field.

·         A proper study of topics requires a better library than is usually available.

·         Lack of efficient teachers for proper selection of topics.

2. Concentric Approach or Spiral Approach

According to this approach children in the primary classes begin to develop simple generalizations about man carrying on his everyday activities. Gradually as they progress through the middle and high classes, they work with more and more difficult arrangement of information, and as a result, deepen and reshape the dimensions of their generalisations about these activities. Thus

by the time they complete the secondary stage, children refine the same generalisation many times using increasingly more abstract level of thought at each higher section of learning. An attempt is made to design a sequential arrangement of experiences that will produce a spiral of cumulative learning. Areas of study at each level are treated wholistically – whatever is taught to the child is a whole in itself at the same time, leaves scope for additions to be made with the addition of understanding and maturity on the part of the child.

For instance it is very important that children should know our freedom struggle. In the primary classes the information about this unit will be imparted through some of the more important leaders. In the middle stage, the information will be imparted through events – The Indian National Congress, Partition of Bengal, The Gandhian Era, The civil disobedience, the INA, Quit India Movement.

In the secondary stage, the pupils will learn to compare and contrast the freedom movement in our country with other countries of the world.

Thus concentric approach is nothing but devising a strategy that fosters continuous, unbroken learning of the subject matter of social science through the primary, middle and secondary stages.

Although, in this approach the path is narrower the way is simpler, the pupil gets somewhere and will not easily forget his journey. Moreover he is interested from the very beginning. It is easy to proceed from the known to the unknown.

Use of this approach will make social science a subject of immediate and real interest. For the average pupil, it will be the basis of an abiding interest and for the more intellectual; it will be the basis on which surely academic and specialist study can be built.

Merits

·          Continuous learning of the subject matter through primary to the secondary stage.

·          Based on the psychological principle i.e., from simple to complex.

·          Easy to proceed from known to unknown

·          Provides basis for specialization

       Limitations

·        It is argued that the approach is psychologically unsound. The same facts are                   

            repeated again and again.  The presentation being devoid of freshness and novelty   

            fails to rouse curiosity and   a sense of wonder in the pupil.

·        It is difficult to develop time and space sense in the pupils through this approach.

·        It is difficult if not possible to give a clear picture of a problem, vivid with detail.

·        Hurried and passing references will not be of help in understanding complex

            problems.

·        If this approach is followed, it is difficult to develop time and space sense in the        

            problem  

·        A sense of boredom  and dullness  is inevitable  because the children have gone       

            through the whole course more than once. They develop a sense of familiarity      

            without the fullness of knowledge.

Correlation Approach

Correlation is the interrelating of subjects. It may be carried on successfully without any formal plan, provided the teacher has a wide range of information and is sensitive to similarities, differences and relationships. It attempts to make each subject provide its value to every other subject. The interweaving of web of relationships and interpretations is an inevitable process in alert minds. Whether formal division is made for such excursion or not they are made by both teachers and student. So in practice correlation frequently becomes a philosophy or an attitude rather than a structured organization.

The following types of correlation can be kept in mind while seeking to follow the correlated approach

·         Correlation of social science with the life and day to day activities of the students.

·         Correlation of social science with the other subject of the school curriculum.

·         Correlation with the different topics and learning experiences comprising the subject material of the subject social science

·         Correlation of social science with the work experience and co-curricular activities.

3. Integrated Approach

Integrated approach towards curriculum organization works on the principle of integration and coordination.  According to this principle knowledge exists as a whole. The curriculum developed by adopting an integrated approach is termed as integrated curriculum. Most of thee curricula of social science taught in the schools worldwide may be seen to make use of the integrated approach in their development.

It is for the simple reason that the origin, existence,, concept and instructions in the subject are totally based  upon and guided by the integrated approach. As a result, instead of teaching  it in the form of separate subjects of the social science disciplines like history, geography, civics, economics, etc. We are teaching it as a full subject of the school curriculum up to the tenth class of our education system.

4. Unit Approach

We can also adopt the unit approach for the proper organization of the social science curriculum. In doing so one has to first divide the selected contents and learning experiences meant for the study of social science at a particular stage (elementary or secondary) into some appropriate and meaningful units and then putting them into the curriculum of any of the grades or classes according to their suitability to the age and mental levels of the students.

Quillen and Hanna “ A unit refers to material organized around a common principle , process, culture or an area of living and directed toward the achievement of significant outcomes  thus giving unity to learning experiences.”

In this way the selected subject material and learning experiences meant for teaching of social science at a particular stage of school education are divided into  a series of units  each unit developed around a major theme related to the students’ social environment , their experiences social problems social relationships and individual and social needs.

These units are then allotted to various grades or classes belonging to the stage according to the needs, interests, mental stage and educational level of thee students.

Eg: Transport means of communication, our solar system, life on earth, pollution and our health,, the food we eat, the air we breath, national unity,, our judiciary system, our community, the climate we have  our forest wealth, our national heritage , our democratic governing system, our earth national security, we and our neighbouring countries the world and globalization.

5. Chronological and sequential Approach

The idea of sequential order is closely related to the element of chronology. In making use of this approach for the organization of the selected contents and learning experiences in social science, one has to take care of its being organized into chronological order by following the principle of sequential growth and development. In other words whatever comes first from the angle of chronological order and sequential arrangement should be taught in its own order and sequence.

Eg: We would be following chronological and sequential approach to the organization of social science curriculum in case we place the topic “The birth and evolution of our earth” before the topic “life on earth”.

This concept is applied to seek the organization of the subject material in relation to its sequential development, sequential utilization and sequential relationships instead of merely laying its emphasis on the chronology involving dates and years.

Conclusion

All of the approaches mentioned above may play a substantial role in the organization of a social science curriculum. The decision regarding the use of an approach for the organization of some particular subject material and learning experience for a particular class or grade depends on the situations and circumstances available at the time of the development of the curriculum. We can try to make use of a number of approaches aimed at the organization of the selected subject material and experiences in a way to yield the desired attainment of the objectives of social science teaching with respect to a particular situation and circumstances.

References

N.R. Saxena, B.K.Mishra, R.K. Mohanty ., “Teaching of Social Studies” , Vinay Rakhej, Meerut,2007.

S.K. Mangal, Uma Mangal., “ Teaching of Social Studies” , PHI learning Private Limited, 2008.

S.K. Kochar., “Teaching of Social Studies”, Sterlingg Publishers Private Limited,, 2009.