Definition of Curriculum.Doc
DEFINITIONS OF CURRICULUM BY SCHOLARS IN THE FIELD
• Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence” (p.13).
• Schubert (1987) defines curriculum as the contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society.
• Pratt (1980) defines curriculum as a written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures and so forth.
• Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behaviour changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school.
• Cronbleth (1992) defines curriculum as answering three questions: what knowledge, skills and values are most worthwhile? Why are they most worthwhile? How should the young acquire them?
• Grundy (1987) defines curriculum as a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives.
• Hass (1987) provides a broader definition, stating that a curriculum includes “all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice” (p.5).
• Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence” (p.13).
• Schubert (1987) defines curriculum as the contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society.
• Pratt (1980) defines curriculum as a written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures and so forth.
• Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behaviour changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school.
• Cronbleth (1992) defines curriculum as answering three questions: what knowledge, skills and values are most worthwhile? Why are they most worthwhile? How should the young acquire them?
• Grundy (1987) defines curriculum as a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives.
• Hass (1987) provides a broader definition, stating that a curriculum includes “all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice” (p.5).