UNIT 1- Conceptions and Aspects of Curriculum

The curriculum focuses on familiarizing students with the school's curriculum, instructional methods, and evaluation activities requirements. It focuses on learning how to plan and implement teaching techniques and events. This module reflects on the importance of curriculum framework in the teaching environment. I understood that the curriculum should be inclusive, equitable, and quality learning, promoting lifelong learning and enhancing holistic development. To enable the design of a curriculum, there is a total of seven conceptions of the curriculum which are extracted from a pool of curricula and curriculum theories. The seven conceptions of the curriculum are cognitive process conception, humanistic conception, social reconstructional conception, technology conception, academic conception, eclectic conception, and curriculum as a Manipulative Strategy.

There are many elements involved in planning and implementing a curriculum for the magnitude of information that needs to be considered such as situational analysis, selection of content, scope, and sequence, activities, strategies, and method of teaching evaluation plus many more. From the conceptions of the curriculum, the Humanistic conception seems to be most appropriate for Bhutanese students. As per my understanding, the purpose of this curriculum is to realize one’s innate potential, enhance personal growth, and holistic development whereby all the domains must be embedded.

Thus, I understood the importance of curriculum framework in school and how it can bring changes to the students. The curriculum can make students globally competent by enhancing their in active learning. I found eclectic conception less interesting since there are few disadvantages or problems while implementing eclectic methods. Especially with large classroom sizes consisting of 40 or above students, there is a high chance of having gaps in learning among students. We also looked at the eight types of curriculum. And I found the null curriculum more exciting since learners learn something based on the absence of certain experiences and interactions in the classroom. I can relate this curriculum to our Bhutanese classroom, where students are taught about wars but not peace. Still, then students know what peace is.


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