Community of Practice

Good Evening Team

This week, I'd like to take the lead in our group discussion. Please feel free to make any comments on my summary.

Curriculum

The term curriculum refers to the academic content that is taught in a school or program. Depending on the type of curriculum that's used by an educator, it can refer to the various elements of a course that are designed to help students reach their learning goals. These include the learning standards that students are expected to meet, the assignments that they are required to complete, and the materials that are used in a course. For instance, a teacher's curriculum might contain the various elements of a course that are designed to help students reach their learning goals. The curriculum is similar to the term course in that it contains the academic content that's taught in a given course. It serves as a list of what a student should learn in order to graduate from an educational institution. Aside from the academic content, the curriculum can also refer to the various lessons that are taught in a given course. For instance, a course outline might contain the various lessons that are covered in Computing (Su,2012).

According Fraser and Bosanquet (2006), revealed that there are four separate categories of description, each of which conceptualizes the curriculum as

First Category: The curriculum is the structure and content of the unit

What is taught in each unit or subject, as expressed in the unit outline, defines the curriculum.

Second category: The curriculum is the structure and the content of a programme of study

Curriculum refers to a course of study that includes numerous units: '[Curriculumis] a specified course of studies.'

Third Category: The curriculum is the studentsâ experience of learning

The content and delivery of a unit, as well as its structure within the overall program, are all important aspects of the curriculum, but they are just one component of a larger process.

Fourth Category: The curriculum is a dynamic and interactive process of learning

The content and delivery of a unit, as well as its structure within the overall program, are all important aspects of the curriculum, but they are just one component of a larger process.

 

Hidden curriculum

The hidden curriculum refers to unforeseen events that are not part of any documented curriculum. This is a term used to describe learning that is not intentionally intended by instructors. The hidden curriculum is formed by the instructor's attitudes, norms, beliefs, values, and assumptions, which are frequently in the form of common sense knowledge that the teacher takes for granted.

The Curriculum as a Cultural Context

The content of every curriculum is driven by culture, which is an important aspect of curriculum planning. This is because the purpose of education is to pass on a society's cultural history to its younger generations. Education is used to maintain and modify the culture. It is thought that whenever educational institutions do a good job of fulfilling their responsibilities, they have an impact on society's culture. What individuals do feel, and believe must be reflected in the curriculum (Offorma, 2016).

 

Fundamental Questions of curriculum

The challenges draw attention to the curriculum creation process as a problem-solving exercise. The teacher is an information processor who decides what information should be included, a manager who decides how to organize learning activities and assessments, and a decision-maker and problem solver who makes critical decisions about what to teach, how to teach it, and how to assess learning.

Curriculum development

It is the process of developing, executing, and evaluating learning opportunities with the goal of bringing about desired changes in learners.

Curriculum design

It is concerned with how curricular parts are organized to create a coherent learning experience.

Foundation Disciplines of Curriculum

The forces that shape curriculum developers' thoughts are known as foundations. They have an impact on the curriculum's content and organization in this way. The curriculum is built on the needs, knowledge, and information of society. Below are some of the disciplines of curriculum.

 

 

Learning task 5

Curriculum, in my viewpoint, is the plan for how teachers will teach and what students will learn. These include the learning standards that students are expected to meet, the assignments that they are required to complete, and the materials that are used in a course. For instance, the course outline contains assignments, study schedules, course learning outcomes and so on.

USP MISSION

âTo influence Pacific Islanders through the pursuit of excellence in knowledge by providing world-class education and research that improves the lives of individuals and communities.â

Source: https://www.usp.ac.fj/why-usp/our-mission-and-values/

After reading through the USP mission, it can be concluded that USP focus on Pacific Islanders. In ISF21, I will ensure that what students learned is actually applied to the real-life (Pacific context) where possible. For example, the topicâ of word processing â is generally about creating a variety of documents including resumes, flyers and much more. In this process, I will provide a real-life scenario relating to the Pacific context and instruct them to create a flyer.

Finally, it is important to understand students' cultural backgrounds in order to improve their learning outcomes, but it is also necessary to take advantage of their cultural distinctions. Students might learn that there are many solutions and viewpoints on the same problem or topic if they attend lessons in a culturally diverse classroom.

Reference

Su, S.(2012) The Various Concepts of Curriculum and the Factors Involved in Curricula-making, Journal of Language Teaching and Research, Vol. 3, No. 1, pp. 153-158.

Fraser, S. P and Bosanquet, A. M (2006), The curriculum? Thatâs just a unit outline, isnât it?, Studies in Higher Education, Vol. 31, No. 3, June 2006, pp. 269â284

Offorma, G. C. (2016), Integrating components of culture in curriculum planning, International Journal of Curriculum and Instruction, Volume 8, No. 1, pp. 1-8.

 

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