A core curriculum provides essential common learning experiences considered important for all learners, although its exact scope varies by educational system.
The hidden curriculum includes implicit lessons communicated through school routines, relationships, rules, institutional culture, and expectations.
The psychological foundation uses knowledge of learning, cognition, motivation, maturation, and individual differences to guide curriculum decisions.
Philosophy clarifies educational aims, values, the nature of knowledge, and the kind of individual and society education should promote.
Learner-centered curriculum gives substantial attention to students' needs, interests, developmental levels, and active participation in learning.
Ralph Tyler's model begins with educational objectives, followed by selection and organization of learning experiences and evaluation of their effectiveness.
Taba advocated a grassroots approach in which teachers participate actively in developing curriculum, beginning with diagnosis of learners' needs.
Tyler's four fundamental questions concern educational objectives, learning experiences, organization of those experiences, and evaluation of outcomes.
Taba's model begins with diagnosis of needs and proceeds through objectives, content selection, content organization, learning experiences, and evaluation.
Wheeler presented curriculum development as a cyclical process in which evaluation and feedback can lead to revision of objectives and other curriculum elements.
The Saylor-Alexander approach considers educational goals, curriculum design, implementation, and evaluation within an organized planning framework.
The sociological foundation considers social needs, cultural values, community expectations, social institutions, and changes affecting educational purposes.
A broad definition of curriculum includes planned learning experiences, educational objectives, content, teaching methods, and assessment rather than only textbooks or subjects.
Curriculum development begins by identifying learners' needs, societal demands, and educational aims before selecting content and learning experiences.
Adolescents develop at different rates, so a teacher should reassure the student that individual differences in physical growth are normal and avoid unnecessary comparison.
Crow and Crow emphasize education as a process that helps individuals become active, constructive, and socially useful members of society.
The Deoband movement emerged in the nineteenth century, with Darul Uloom Deoband founded in 1866, and focused on preserving and advancing Islamic religious learning and scholarship.
Curriculum translates educational aims into planned learning experiences, content, activities, and assessment through which educational objectives can be pursued.
The Quadrivium consisted of arithmetic, geometry, music, and astronomy and formed the advanced part of the traditional seven liberal arts.
Piaget's formal operational stage begins around age 11 and is characterized by abstract, hypothetical, systematic, and deductive thinking.
Participation in extracurricular activities provides useful evidence about students' interests, abilities, social behaviour, personality characteristics, and preferences, since students engage in them voluntarily.
A school counselor is the professional responsible for helping students with educational planning, personal concerns, career development, and related guidance needs.
The guidance worker should view the curriculum as a means to an end, namely a vehicle through which educational objectives are translated into organized learning experiences for students.
The extended abstract level of SOLO taxonomy involves generalizing, theorizing, hypothesizing, and applying understanding beyond the information given to new situations.
The drill method provides repeated practice to develop accuracy, fluency, speed, retention, or mastery of specific skills, such as multiplication tables or spelling.