Elements of the curriculum

The curriculum is a plan which leads the facilitator and the participant to reach the wanted aim and objectives. As a result, curriculum developers must first deal with content or subject matter and then with learning experiences. These two are preceded by formulating objectives, which act as a road map for the curriculum development and implementation process/learning activities.

In curriculum, objectives are usually stated in terms of expected learning outcomes which are defined in terms of knowledge, skills and competences. Outcomes are statements of what participants know, understand and are able to do at the end of the project or learning process. Objectives/Outcomes can be assessed, validated and recognised.

The real contribution of stating objectives is to think of how each objective can be achieved by participants through the content or subject matter they learn. There are four highly interconnected elements of the curriculum (Figure 1.7):

Figure 1.7 Relationship between elements of the curriculum

Aim and Objectives

Each project begins with the aim as a statement of intent or purpose. Why do we want to do this project? Objectives are described more in terms of specific tasks. In which of these specific tasks is the solution path more important than the goal?

Content or Subject Matter

With the content curriculum clearly defines the purpose and what the project was to be acted upon and try to drive at. The content is an element or a medium through which objectives are accomplished. The content of any subject matter is broad. It is analysed into sub-contents which are arranged in a logical sequence.

Learning Experience

Selection of the learning experiences will foster active involvement in the learning process in order to accomplish the expected learning outcomes. Tyler 1949 outlined five general principles in selecting learning experiences:

• The learning experience must give participants the opportunity to practice the desired behaviour. If the objective is to develop problem-solving skills, the participants should have ample opportunity to solve problems.
• The learning experience must give the participants satisfaction. Participants need satisfying experiences to develop and maintain interest in learning; unsatisfying experiences hinder their learning.
• The learning experience must “fit” the participants’ needs and abilities. This infers that the facilitator must begin where the participant is ability-wise and that prior knowledge is the starting point for new knowledge.
• Multiple learning experiences can achieve the same objective. There are many ways of learning the same thing. A wide range of experiences is more effective for learning than a limited range.
• The learning experience should accomplish several learning outcomes. While participants are acquiring knowledge of one subject or concept; they are able to integrate that knowledge in several related fields and satisfy more than one objective.

Evaluation

Evaluation identifies the quality and effectiveness of the program, process and product of the curriculum. The level of participant’s attainment is evaluated by employing a criteria referenced test. It shows:

• The effectiveness of strategy and provides feedback of facilitating/teaching and other components.
• Whether the objectives and aims have been meet or not. If not, the facilitator could employ another strategy which would be successful.

Curriculum evaluation is an empirical basis for the further ‘curriculum development’.