Curriculum: A definition
Defining a comprehensive concept of a curriculum can be tricky, differ, vary, and subjective attempt from person to person. In his book, Ewing (2013) believed it happens due to the background, experience, and knowledge of that individual in engaging with the curriculum. According to Galton (1998, as cited in Resh & Benavot, 2009), curriculum is the organization of school subjects and the allocation of time when each subject is taught. Another definition provides by Marsh & Wilis (2007, as cited in Churchill et al., 2011) defined curriculum as an interrelated set of plans and experiences that student undertake under the guidance of school. Churcill et al. (2011) define curriculum as the total of resources – intellectual, …show more content…
In this regard, this review also considers the macro level (intended) and micro level (implemented and experienced) influence of curriculum. Ewing (2013, p. 8) defined intended curriculum is informed by curriculum developer of ideal curriculum or underlying rationale or philosophy. These ideas or intentions are then specified in syllabus documents and considered as formal curriculum. Several writers also briefly outlined that the overall content is designed through intended or formal curriculum for students to learn (Bekalo & Welford, 2000; Ewing, 2013). This review believes intended curriculum is what the curriculum developer, or government, wants the students to be or to obtain a degree of knowledge and skills in the learning activities at the school level. The second dimension of the curriculum is implemented curriculum, Bekalo & Welford (2000) implied that this kind of curriculum is concerned with what takes place in the classroom. In her article, Wilson (2016) suggested that intended curriculum is a product of “formal” or intended curriculum that is presented by a teacher in a classroom. Thus, implemented curriculum is how intended curriculum put into practice. To implement the intended curriculum, a teacher needs to understand the conception of that school curricula, and then offer it …show more content…
By investigating the underlying curriculum agenda both in its macro and micro dimensions, thus one fundamental question arise: do we need a curriculum? By projecting the dimensions of curriculum, hence, the question can be elaborated to two central themes, why we teach (intended curriculum) and how we teach (implemented curriculum). Arguably, a curriculum is one of the essential parts of educational provision (Randma & Venesaar, 2016; Renner, 1971; Wirianto, 2014). Hence we need a curriculum to plan, develop and evaluate our students ' comprehensiveness. Above it all, we need the curriculum that nurture students ' rigorous intellectual development along with relevance to a context in its contemporary era (Bunting, 1987; Dewey, 1902; Randma & Venesaar, 2016). Intellectual development here defined not merely as something that can be measured by high stakes test nor its kind. As eloquently articulate in Renner (1971), in which intellectual development encompasses students ' improvement on the mental power of imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducing and inferring (p.
Defining a comprehensive concept of a curriculum can be tricky, differ, vary, and subjective attempt from person to person. In his book, Ewing (2013) believed it happens due to the background, experience, and knowledge of that individual in engaging with the curriculum. According to Galton (1998, as cited in Resh & Benavot, 2009), curriculum is the organization of school subjects and the allocation of time when each subject is taught. Another definition provides by Marsh & Wilis (2007, as cited in Churchill et al., 2011) defined curriculum as an interrelated set of plans and experiences that student undertake under the guidance of school. Churcill et al. (2011) define curriculum as the total of resources – intellectual, …show more content…
In this regard, this review also considers the macro level (intended) and micro level (implemented and experienced) influence of curriculum. Ewing (2013, p. 8) defined intended curriculum is informed by curriculum developer of ideal curriculum or underlying rationale or philosophy. These ideas or intentions are then specified in syllabus documents and considered as formal curriculum. Several writers also briefly outlined that the overall content is designed through intended or formal curriculum for students to learn (Bekalo & Welford, 2000; Ewing, 2013). This review believes intended curriculum is what the curriculum developer, or government, wants the students to be or to obtain a degree of knowledge and skills in the learning activities at the school level. The second dimension of the curriculum is implemented curriculum, Bekalo & Welford (2000) implied that this kind of curriculum is concerned with what takes place in the classroom. In her article, Wilson (2016) suggested that intended curriculum is a product of “formal” or intended curriculum that is presented by a teacher in a classroom. Thus, implemented curriculum is how intended curriculum put into practice. To implement the intended curriculum, a teacher needs to understand the conception of that school curricula, and then offer it …show more content…
By investigating the underlying curriculum agenda both in its macro and micro dimensions, thus one fundamental question arise: do we need a curriculum? By projecting the dimensions of curriculum, hence, the question can be elaborated to two central themes, why we teach (intended curriculum) and how we teach (implemented curriculum). Arguably, a curriculum is one of the essential parts of educational provision (Randma & Venesaar, 2016; Renner, 1971; Wirianto, 2014). Hence we need a curriculum to plan, develop and evaluate our students ' comprehensiveness. Above it all, we need the curriculum that nurture students ' rigorous intellectual development along with relevance to a context in its contemporary era (Bunting, 1987; Dewey, 1902; Randma & Venesaar, 2016). Intellectual development here defined not merely as something that can be measured by high stakes test nor its kind. As eloquently articulate in Renner (1971), in which intellectual development encompasses students ' improvement on the mental power of imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducing and inferring (p.