The Curriculum – An Interview

 

The Curriculum – An Interview

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Abstract

The curriculum is a document that contains a set of courses that defines the contents and the delivery process, along with activities and assessment procedures for certain educational levels. In the words of John Dewey, he stated, “Curriculum is a continuous reconstruction, moving from the learner’s present experience out into that represented by the organized bodies of truth that we call studies… the various studies… are themselves experience—they are that of the race” (IGI Global, n.d.). There are various definitions of curriculum and there is no fixed definition. Different people have defined curriculum differently. In general, the curriculum consists of a particular subject with student tasks, which is given to the school with certain assessment procedures and certain goals to achieve. It depends on how a teacher implements it in the real classroom. However, the designing of the curriculum has undergone considerable debate with various perspectives and ideas that made policymakers, curriculum designers, teachers, and people at large revisit and revise their curriculum to best suit their youths (IBE UNESCO, 2021). This write-up responds to the question “What does the word curriculum mean to you?” from my immediate environment based on the interview conducted.

Answer to the question “What does the word curriculum mean to you?” from my immediate environment.

The face-to-face interview was conducted on 28 November 2021 in which Mr. Khaganath Gazmer, a chemistry teacher of Damphu Central School was asked a series of questions in the laboratory where his office is located, right after school hours. The environment was silent and only two of us were present in the laboratory for the discussion. Before the interview, formal greetings followed by the arrangement for seating were conducted. Right after that, he was made to know about the purpose of the interview in which he welcomed me. The immediate reaction from his end was positive during the interview session.

Firstly, there was the sharing about the curriculum that is used in the school and the observation made on the implementation of the curriculum by different teachers in the school. After that, he was asked, “Can you please share your general understanding about the word ‘Curriculum’? In his response, he said that it’s a set of content and `instructions that the students are supposed to learn and acquire skills in the schools or colleges. Moving to another question, “Is it that curriculum is all about teaching and providing skills alone? What do you think about the process and the assessment tools in it? I believe that they are equally important” He then explained the types of suggested activities that the curriculum directs the educators to include in the classroom and the type of assessment tools and rubrics it provides. Responding to him, “At all times, we know it well, curriculum has always been the central of discussion while working professionally at work” (Ewing, 2013).

Going to another part of the interview, he was asked, “Do you think the curriculum is important? Why do you think so?” He responded, “It is, of course, essential because learners should be taught what is required for them based on their age, gender, interest, and capabilities, and it is the curriculum that defines them.” “That’s wonderful, curriculum shows us the right track towards our goals,” he responded and was asked another question, “What does the curriculum include? Do you have any knowledge about its components? What are they?” He said, “Curriculum includes, the subject content, objectives, activities, assessment, and instructions.” In response, he was promptly asked, “I believe that scope and sequence are also the components of the curriculum, what do you think about it in the curriculum, don’t you think it is important?” He replied, “You are exactly right as the areas of focused development should be ultimately addressed by the curriculum itself, thank you for adding.”

The interview continued with the question, “What if, the curriculum is poorly designed? Can you please throw some light on it?” the response was genuine which every curriculum designer should know. He responded by saying, “The learning outcomes would fail, and those skills that the learners are required to acquire remain unattained. Learners will not have the opportunity to think beyond, be innovative, and attain a higher level of intelligence.” The next question, “What according to you is a good curriculum?” answered all the doubts that anyone possesses. He responded, “A good curriculum takes care of the learning needs of the learners as per their areas of interest, potentials, gender, cultural and economic background.” I added, “You are true as it prepares the learners to face the challenges of modern times if dealt with properly and appropriately.

A teacher is a good teacher if he remains up-to-date through continuously updating himself. He proved to be a real teacher when he answered the question, “Where did you get such information about the curriculum from? Can you please elaborate?” He said, “From expert curriculum designers, educational and online resources, seminars, and workshops.” Then to understand his views, he was asked, “What are your views on curriculum and educators?” He said, “The educators should have the relevant qualification and competency to deliver the set of the curriculum which is designed for a particular course of study. The curriculum may be most relevant and suitable but would be of no significance if educators lack the appropriate competency and skill to implement it. So, not just the good curriculum, but it is also equally important to focus on the professional developments of the educators if the good curriculum is to be delivered meaningfully as intended.” This is very true because not anyone can sit and make the curriculum without knowledge. He revealed the real essence of the curriculum when he was asked, “What type of curriculum is necessary for today’s students? Why do you think so?” His response aligned with Dewey’s philosophy as he said, “The curriculum must cater to character building, mastery of the knowledge, and skill development. The curriculum must also be designed as per the job market so that the learners land up being employed and earn a living.” In response I promptly added, “It must also meet the societal needs that connect the needs of every learner as a member of the society and their own family” (Roofe, 2020).

The final question, “Do you think that educators are equally important in the curriculum implementation process? How? Or Why?” clarified why educators are significant during the whole process. He responded by saying, “Yes, educators are indispensable. Educators must have the required level of both educational and professional qualifications. They should also possess certain personal qualities that define them as educators. Educators must receive frequent coaching and training to enhance their skills and competencies if the curriculum is to be implemented meaningfully.”

Reflecting on the Talk 

From the interview, it is understood that curriculum is something that directs the educational processes with required tools, and it is the educators who should take the lead role in implementing it properly because a good curriculum ensures that you are moving on the right track (Williams, 2019). It is learned that along with the contents, it is necessary to impart skills for lifelong learning, and the curriculum should handle it by properly defining the learner’s age, gender, interests, and capabilities. More than that, from the dialogues, it is learned that curriculum should aim at character building, mastery of the knowledge, and skill development of every learner which is essential. One important understanding made during the conversation was that the teacher needs to be competent to teach the curriculum to children in the classroom (IMPOFF, 2021).

 

Reference

Ewing, R. (2013).  Curriculum and assessment: storylines. (2nd Ed.).  Australia and New Zealand: Oxford University Press.

IBE UNESCO. (2021). General Education System Quality Analysis/Diagnosis Framework (GEQAF). Retrieved November 30, 2021 from http://www.ibe.unesco.org/en/general-education-system-quality-analysisdiagnosis-framework-geqaf

IGI Global. (n.d.). What is Curriculum? Retrieved November 30, 2021 from https://www.igi-global.com/dictionary/curriculum/6468

IMPOFF. (2021). Importance of Curriculum. Retrieved November 30, 2021 from https://impoff.com/importance-of-curriculum/

Roofe, C. (2020). Curriculum as place: The social relevance of the secondary school curriculum in Jamaica. Retrieved November 30, 2021 from https://bera-journals.onlinelibrary.wiley. com/doi/abs/10.1002/curj.70

Williams, M. (2019). Why is curriculum important? Retrieved November 30, 2021 from https://www.classcraft.com/blog/why-is-curriculum-important/