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Training, Vazhichal. Roll No. 22
TOPIC
Approaches, Types of curriculum principles
of designing social science curriculum
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INTRODUCTION
The task of organising the selected topics, contents and
learning experiences related to the social sciences curriculum carries an immense importance
in the scheme of a curriculum development. It can facilitate learning if performed in a proper
way. Throwing light on this aspect Wesley writes “A good organization is one that faithfully
includes the materials which have been selected as socially desirable and to arrange them as to
facilitate learning.
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CorrelatedApproach
In following the correlated approach to the organization of social sciences
curriculum, we should see that whenever we set to organize the already selected contents and
learning experiences of the subject for any grade or stage, we should try to observe that as a
result of such organization it should appear in a well-knitted, coordinated and integrated from
instead of being separated in itself.
Correlations of social sciences with the life and day to day activities of the students.
Correlation of social sciences with the other subjects of the school curriculum.
Correlation and interdependence of the various social sciences disciplines comprising
the subject social science.
Correlations with in the different topics and learning experiences comprising the subject
material of the subject sciences.
Correlation of social sciences with the work experiences and co-curricular activities.
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Integrated Approach
Integrated approach towards curriculum organization works on the principle
of integration and coordination. According to this principle knowledge exists as a whole. It is
therefore used as a whole rather than in fragments in our practical life. As a result, at most of
the times, in our day to day life and work situations we always utilize the meaningful and easily
utilized knowledge and skills available in the form of the separate disciplines of social sciences.
The curriculum developed by adopting an integrated approach is termed as
integrated curriculum. Most of the curricula of social sciences taught in the school’s world
wide may be seen to make use of the integrated approach in their development.
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Topical Approach
Topical approach as suggested by its name is of the opinion to allot a definite number
of topics related to the study of social sciences to the curriculum of any of the grades. In
applying this approach, therefore a few topics of social sciences may be marked for being
included in the curriculum f a particular grade and then it is expected to cover all the content
or learning experiences, related to that very topic in that very grade or class and not allowing
their repetition in any way in the junior or senior grades.
Concentric or Spiritual Approach
In this approach runs contrarily to the topical approach. Here we do not include
topics as a whole and finish its study entirely in a particular grade as practised in the topical
approach. But try to spread it over to different grades by covering easier portions in the lower
and higher grades, in this way while approach concentric approach the topic climate may find
it place with varying difficulty in the curriculum of different grades of the school education.
The appearance of the spiral figure by it self its fully indicative of the nature of the concentric
or spiral arrangement in the social science curriculum.
o Try to have division of the total contents and, learning experiences related to social
sciences in to various units or topics.
o Divide every topic or unit into smaller sub units or parts.
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Unit Approach
We can also adopt the unit approach for the social sciences curriculum. In doing so one
has to first divide the selected contents and learning experiences meant for the study of social
science at a particular stage in to some appropriate and meaningful units and then putting them
into the curriculum of any of the grades or classes according to their suitability to the age and
mental levels of the students.
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Principles of curriculum constructionin socialscience
1. Principle of child centeredness
The curriculum should be child centred. It means that what is to eb given to children
in the from of learning experiences at a particular age and grade should properly suit their age,
abilities, capacities, interests mental development and previous experiences. It must be in
variably kept in the mind that curriculum is meant for the development and welfare of the
children and not the vice versa.
2. Principle of activity centeredness
Children’s are quite active by nature. They always take interest, pay attention and
are benefited by those learning experiences that involve activities learning by doing and living
on their part. Therefore, attempts should always be made in the construction of the social
science curriculum for the inclusion of that subject material topics and learning experience
which may provide enough opportunities for the students to brings desirable changes in their
behaviour by remaining active in the on-going teaching learning process.
3. Principle of environment centeredness
The social science curriculum should be developed keeping in view the physical
and social environment of the students. The subject stands mainly for acquainting the students
with their physical and social environment. The people social institutions the surroundings and
their mutual interactions etc.
4. Principle of understanding human relationship
Development of necessary understanding skills and attitudes among the students
for the proper maintenance of human relationship is one of the prominent aims of teaching
social science in our schools. Therefore, adequate care should always we taken for the inclusion
of such subject material and learning materials in the curriculum of social science.
5. Principle of community centeredness
It is a non-fact that a community contributes a lot in building the future of young
generation. Children may learn a lot through the various useful and relevant resources available
in their communities. On the other hand, owe their existence survival and progress to their
members. Their future also hangs on the quality and contributions of the young generation
being educated in their schools.
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6. Principles of correlation
It is also essential to follow the principle of correlation in the construction of the
curriculum of social sciences. The principle of correlation asks for teaching social science in
such a way as to link its study
i. With the study of other subjects and activities of the school curriculums
ii. With the physical and social environment of the students
7. Principles of interest
Interest is the mother of both attention and motivation the well-known key factors
in the success of any teaching-learning process. It is therefore natural that students will be more
inclined as well as drawing more advantage from the study of those content and experience of
the subject social sciences that they feel interesting and purposeful to them. Consequently, due
attention should be paid for the inclusion of such topics contents and learning experience in the
curriculum of social sciences that may work for capturing and maintenance of the interest and
attention of the students in the study of social sciences.
8. Principle of individual difference
As we know, it is natural for the attitudes of the social science to differ from one to
another in respect of their profession of general and specific abilities, capacities, interests,
attitudes, aptitudes, learning potential and many other characteristics influencing the process
and products of their learning social sciences.
9. Principle of utility
According to this principle only those topics subject material and learning
experiences should be included in the curriculum of social science which are found to process
any utility to the students. However, for the perception of such utility the curriculum framer
should always pick up a broad angle rather than the narrow or sectarian one.
10. principles of fulfilling the needs of higher classes
The study in social science of the students of a particular school does not end
with their study of this subject in a particular grade or school stage. They have to travel on the
path of their study from lesser to higher grade or class and form of the contents and learning
experiences of the subject should be capable of providing a solid base for their study in next
higher grades.
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CONCLUSION
In actual practice it is of no good to go at such
extreme. The construction and development of social science curriculum should be a joint
venture of all those who are connected with the planning, development, implementation and
utilization of a social science curriculum. In this connection the advice given by the renowned
authors E B Wesley and Stanley P. Wronski is worth considering for being practised in the
development of a social curriculum.
