Conceptions of Curriculum and Their Part in the Shaping of Education - Term Paper Example

Conceptions of Curriculum and their Part in the Shaping of Education a. Introduction Curriculum has been a matter of intense debate during the 20th century and there have been all kinds of priorities proposed including citizenship demands, personal development, and vocation training. Also, there have been various pressure ranging from practical, school focused approaches to curriculum and curriculum development and the advent of various kinds of theoretical perspectives, technical, and scientific management approaches. For this reason, our study will focus on how different conceptions of curriculum affect and shape our educational system. It will include a discussion and analysis of different conceptions of curriculum and VELS. b. The School Curriculum The way we feel and act about curriculum according to Print (1993) is our conceptions of curriculum. Based on the works of McNeil (1985), Eisner (1979), and others, Print (1993) developed six types of conceptions. They are academic rationalist conception, cognitive processes conception, humanistic conception, social re-constructionist conception, technological conception, and eclectic conception (p.46). In academic rationalist conception, schools are unique places for the development of future society where students should learn from accrued knowledge obtained from studying academic subject. It is a place where students are provided with academic tools and knowledge for their adult life. However, it is viewed as excessively content-bound and normally underemphasised processes at the expense of content. In contrast, cognitive processes conception, students learn new skills or learning techniques they can use to learn. Moreover, it helps student develop the various academic talent that they have. Humanistic conception on the other hand, promotes the enhancement of students through individual development, integrity, and independence. This conception is in conflict with social re-constructionism where curriculum is recognized as a device for social reform for a better society. In this conception, the needs and betterment of society are given more significance above those of the individual. Technological conception, as the name implies, promote the use of technology to accomplish a predetermined end. This conception is therefore viewed learning as a process of responding to motivations and the effectiveness of these motivations results in more effective learning. The “major strength of the technological conception is the nature of its relationship between the learner and the information source” (Print 1993, p.55). Finally, eclectic conception merges two or more curriculum conceptions. It may be a blend of humanistic and academic conception or technological and humanistic curriculum conception. c. The Curriculum The most significant characteristic of a curriculum in plain language is being an ‘instrumental device’. It is device used to achieve some purpose or objective – the promotion of learning. A curriculum is designed to achieve its goals by imposing or controlling intentional activities of teachers and students and for a curriculum to realize its targets, people must be keen to adhere to it (Miranda and Magsino (1990, p.134). Curriculum development or change aim to make the most of the effectiveness of teaching and learning through modification in the designs of content, execution, and activities for educational processes. Therefore, curriculum alteration is linked to curriculum efficiency (Cheng 1996, p.148). An successful curriculum can properly network with teachers’ proficiency to help teacher performance, help students achieve learning experiences that suit their requirements and generate significant education outcomes, under the constraints of pre-existing characteristics such as national goals, school goals, school management, subject content, educational technology and resources. Reflecting on the most essential element in recognizing and enhancing student achievement, student standards or essential student learning originates from the school mission, vision, and statements that determine curriculum and stand for the goals of the school as it prepares students for lifelong learning and future work. Learning standards drive the purpose, the standard, and culture of the school. They provide a scale by which the schools can measure its accomplishment, statements of what the school would like its students to learn and be able accomplish when they leave the school. They are use to identify what will best prepare students for the future and to shape their future. Identifying learning standards is crucial to building a continuum of learning that makes sense for preparing students for the world they will face when they are on their own. Student standards drive the assessment, curriculum, and instructional strategies down to the preschool level. When standards are set, teachers can design a continuum of learning for students, articulate curriculum across grade levels and age groups, guarantee basic skills realization for all students, and ensure full implementation of curriculum frameworks. Students learning standards originated from a future perspective, thinking about what the future will be like and what students will encounter when they get there. School must therefore identify what they want students to learn and be able to do upon leaving the school, and “work backward to translate the learning into a standards and actions at all levels of the school” (Bernhardt 1999, p.64). d. Centralized and Localized Curriculum Australian curriculum frameworks exhibit intricacies often not found in educational systems in other parts of the word. Over the past decades, Australia has reviewed its education significantly and each states and territories has developed comparatively fresh curriculum and standards documents. The results of the review revealed that schools following the national standards are failing to equip students with the knowledge, skills and attributes essential to the betterment of the community. The main issue is the extent to which a centralized Curriculum and Standards Framework or CSF helps in giving students the necessary learning they need and how effective is the assessment practice through CSF. CSF failed to adequately supports government literacy and numeracy initiatives and increasingly irrelevant thus formulating an alternative curriculum that could help teachers and schools in achieving government goals and targets is necessary. As part of the national curriculum based on the National Goals for Schooling, CSF will now serve as a stepping-stone for a localized curriculum. In Victoria, reforms towards effective curriculum through VCAA were introduced to provide new curriculum from Prep to Year 10 (Victorian Curriculum and Assessment Authority 2004, p.2). e. Curriculum Reforms –Victorian Essential Learning Standards The ‘Victorian Essential Learning Standard’ or VELS from Prep Year to 10, a product of the analysis of curriculum documents from Australia and abroad, was based on three interwoven strands- physical, personal, and social learning (Health and Physical Education and Interpersonal Development). Disciplined-based Learning, and Interdisciplinary Learning (The Arts, English, and Mathematics) designed to equip students with capacities to manage themselves and their relations with others, understand the world, and act effectively in that world (Surgue 2008, p.109). Moreover, VELS is a step away from confining learning within traditional subject boundaries. The overarching organization framework of VELS as we mentioned earlier, does retain usual subjects as domains within each strand. These include learning traditional subjects derived from CSF, such as English, Mathematics, Science, Humanities, Languages and Arts (DEECD 2006, P.1). However, the Interdisciplinary Learning strand places a very clear emphasis on the important role of interdisciplinary learning. This strand identifies a range of knowledge, skills and behaviours, which cross-disciplinary boundaries and are essential to ensuring students are prepared as active learners and problem-solvers for success at school and beyond. This strand focuses on ways of thinking, communicating, conceiving and realising ideas and information. It assists the students to develop the capacity to design, create, and evaluate processes as a way of developing creativity and innovation – a ‘future focused’ approach (Killen 2006, p.257). VELS is a curriculum who understands and recognizes what students need to learn to succeed in the ever-changing world. VELS has five educational values that reinforce schooling for all students. Since they believed that a good school, good teaching, sufficient time and support could help students learn effectively, VELS promotes learning for all, pursuit of excellence, engagement and effort, respect for evidence, and openness of mind. In addition, VELS is a curriculum that understands the need for monitoring student’s progress and performance (DEECD 2006, p.1). f. VELS and Print’s Six Conceptions Evaluating VELS against Print’s (1993) six conception of curriculum, one would find that within ‘academic rationalism’, a school’s major function is to enhance students intellectual abilities only in areas considered most worthy of study. Although it has emphasized the school as a special place for development of our future society, it only requires students to concentrate on accumulated wisdom acquired through a study of academic subject. According to Print (1993, p.47), subjects that are collections of our accumulated wisdom that have been systematically organised into fields of study and bodies of knowledge over the years are history, chemistry, English, biology, geography, and so forth. VELS on the other hand, prioritized on giving students the chance to demonstrate achievement of the standards as they move on in their studies. Contrasting academic rationalism’s special focus on accumulated wisdom, VELS link traditional subjects (English, mathematics, science, humanities, languages, etc.) more directly to other significant areas of learning such as the development of physical, personal and social skills, and the ability to apply knowledge in workplace situations and future learning (Victorian Curriculum and Assessment Authority 2006, p.2). VELS is not only interested in academic discipline-based curriculum and although academic rationalism also emphasise examinations and testing of knowledge and skills, there are some concern that assessment is used more as an conclusion in itself rather than as a method of providing feedback to learners and teachers. In VELS, student report cards reflect the student’s progress during the year in comparison with the expected performance level set in the standards (DEECD 2006, p.1). Cognitive processes conception is exceptionally content-bound and therefore underemphasises processes at the cost of content. According to Print (1993), the principal objective of the cognitive processes conception is not to directly assist students to learn but to help them ‘learn how to learn’. It is providing students with the chance to explore and improve the various intellectual faculties they possess as this conception’s foundation was based on the argument that the mind consists of several cognitive ability, such as the skill to solve problems, visualize, predict, integrate, conceptualise, appraise, deal with uncertainties, explore, and more (p.49). However, these cognitive abilities cannot stand on their own since they need deliberate attention to grow. For instance, memorizing or learning the words meaning in a dictionary is not enough since the process of using a dictionary to speed up search is also equally important. Thus, equal consideration should be given to the process of learning. In VELS, particularly in Prep, importance is given to varied activities and lively classroom since this is essential for the growing child to develop positive attitudes to learning. Not only they have to learn basic literacy and numeracy skills, they also should understand the value of friendship and coordination in their development. They are being taught how to work together in class, articulate their ideas and feelings, and partake in physical activities. At the same time, they learn the significance of listening and asking questions for information they need (Victorian Curriculum and Assessment Authority 2006, p.4). Similarly, cognitive processes conception promotes the acquisition of skills for processing information like research skills, inquiry skills, information processing, and reasoning skills (Print 1993, p.50). Humanistic or personal relevant conception endorsed that a school curriculum should provide students with essentially worthwhile experiences to improve personal development. Educators supporting humanistic conception incorporate cognitive, affective and psychomotor domains in their curriculum to give enhance their approach to content selection and production of sense of partnership within the students. Academic rationalist conception does not have such quality, as there is no integration between subjects. Content in humanistic conception normally involves valuing situations, social emphasis, and self-understanding experiences that is consequential to enhanced learning experiences. Teachers provide an encouraging atmosphere that is essentially self-learning. They act as catalyst, resource person, adherent, and considerate grown-up letting the student learn by experience through one’s senses. However, this conception is against evaluation since they view personal growth as more important than accurately measuring student’s performance based on well-defined standard (Print 1993, p.52). VELS with its three strands also suggest appropriate learning experiences instead of teaching with predefined methods. However, student’s achievements are measured and reported in order to extract valuable information about student progress that will be utilize as a basis for more teaching and intervention. In VELS, student’s achievements are assessed by carrying out a broad assortment of learning and assessment activities. This includes responding to a range of tasks and test. The student reports includes comments on achievement in relation to the standards on a five-point scale of A to E where a mark of ‘C’ suggests that the student has reached the expected level of achievement for that particular period. Assessment in VELS is a mixture of summative, formative, and ongoing assessment alongside teacher feedback and student’s reflection and self-assessment. Assessment in VELS help better understands each learner’s development and ensures his or her improvement. Assessment seen this way “is not an end in itself, but rather a means of education improvement” (Victorian Curriculum and Assessment Authority 2006, p.1) The way in which learners obtain content in ‘Social Re-constructionist’ conception is far less significant than the nature of the content itself. Print (1993) explains that while this approach used traditional assessment techniques, they suggest student’s participation in the production and management of examinations and tests. This is because educator supporting this conception believed they could overcome traditional biases by using this approach (p.54). In addition, they maintain that practical learning through active involvement of students is more valuable than awarding grades. VELS on the other hand do not support this part of the conception. Although VELS support building social learning and relationships for interpersonal development, its assessment technique profoundly relies on monitoring of student’s achievement and scales set by the standard. The standard provides an understandable picture of the sequence of development a learner should progress and the need of students in order to progress to the next level. The standards uses the knowledge and skills components of the there strands and are set not to attain minimum competence but as a challenge to attain the maximum level of learning. Teachers observed student’s performance and their observation would be the basis of student reports. Technological conception is seen as giving more stress on the use of technology to learn. Thus, it is more of a means to facilitate other conceptions than a conception that can stand on its own. However, as we mentioned earlier in the beginning of this paper, the advantage of technological conception is its support in enhancing relationships between the learner and the information source. CAL or Computer Assisted Learning is a good example on how the mastery of learning approach can achieve learning objectives. However, although VELS explicitly promote interdisciplinary learning through technology such as information and communication technology or ICT, it also includes emphasis on the thinking processes such as reasoning, processing and inquiry, creativity, reflection, evaluation and metacognition (Victorian Curriculum and Assessment Authority 2006, p.1) Whenever one conception is perceived insufficient to the needs of a school, educators tend to employ two or more conceptions. ‘Eclectic conception’ enables educators to utilize advantages of each conception but using various conception does not necessarily mean that we can combine social re-constructionist perspective with academic rationalist conception since they are opposite in nature. g. Conclusion The success of our education system depends on educators and governments conception of our curriculum. A curriculum is an instrumental device to achieve some objective or goals in education and it is generally expected to promote learning. Thus, when a curriculum fails, learning also fails. It is therefore important that our conception of applicable curriculum for our local schools is correct as miscalculation can debilitate learning Although, there are many conception of curriculum offering different approach to learning, our analysis shows that a single conception is not enough to facilitate effective learning. In fact, in can even be detrimental to the learning outcome of students. Comparable to VELS, our personal conception of curriculum is eclectic in nature but rightly mixed and localized. This is because there seems no better alternative than formulating your own curriculum based on the ‘essential’ needs of learners in your locality. Schools and teachers know best for their students and therefore can make better decisions on what is applicable or not. h. Reference List Bernhardt Victoria. 1999. The School Portfolio: A Comprehensive Framework for School Improvement. United States: Published by Eye On Education, Inc. Cheng Yin Cheong. 1996. School Effectiveness and School-based Management: A Mechanism for Development. United Kingdom: Published by Routledge Killen Roy.2006. Effective Teaching Strategies: Lessons from Research and Practice. Australia: Published by Thomson Learning Nelson Miranda Evelina and Magsino Romulo. 1990. Teaching, Schools, and Society. United Kingdom: Published by Routledge Print Murray. 1993. Curriculum Development and Design. Australia: Published by Allen & Unwin Sugrue Ciaran. 2008. The Future of Educational Change: International Perspectives. United States: Published by Routledge Victorian Curriculum and Assessment Authority. 2004. Curriculum Victoria: Foundations for the Future: Summary Report of an Analysis of National and International Curriculum and Standards documents. Available online at http://vels.vcaa.vic.edu.au /downloads/crp/cvfoundations.pdf Victorian Curriculum and Assessment Authority. 2006. Victorian Essential Learning Standards: Important Information for Parents about Student Learning and Standards. Available online at online http://vels.vcaa.vic.edu.au/links /general.html Read More