Core Curriculum

Core Curriculum

The term core assumes many meanings. Traditionally includes all required content areas in the school
programme. More recently, the term “core” refers to type of course such as general education, united
studies, common learning, social living and integral programmes. Regardless of the term that is
employed in the school the two ideas common to the concept of core are that they provide experiences
needed by all youth and the experiences cut across subject lines. The core curriculum deals problems of
persistent and recurring deal with youth and of society irrespective of subject matter lines from martial
may be down for the solution of the problems. Experiences have shown that “core” should occupy only
portion of the school day.
Objectives of Core Curriculum
The following are the Objectives stated as:
 To provide a youth a common body of experience organized around personal and social
problems.
 To give boys and girls successful experience in solving the problem which are real to them
here and now, thus preparing them to solve future problems.
 To give youth experience which will lead them to become better citizens in a democracy .
 To increase the holding power of the secondary school by providing a program that has
meaning for all, these are some of the needs of the core curriculum.
Characteristics of Core Curriculum
 Core Curriculum utilities the problems of personal and social development common to all
youth.
 It develops these problems without reference to the traditional subject matter fields.
 It encourages the use of the problem- solving technique to attack problems. These core issues
are problems not topics of subject matter.
 It requires a wide variety of techniques and materials for their development.
 There is a provision for individual and group guidance.
 It provides for a scheme of organizing around the core the majority of the teachers of the
school in relation to dominant central purpose that of the school programme around individual
interests and purpose of supplementing the core work.
Meaning of Curriculum Evaluation
Evaluation essentially is the provision of information for the sake of facilitating decision making at various
stages of curriculum development. This information may pertain to the program as a complete entity or
only to some of its components. Evaluation also implies the selection of criteria, collection and analysis of
data. It includes obtaining information for use in judging the worth of a programme and procedure. It is a
comprehensive term and transcends standardized tests covering all means of ascertaining the results of
construction.
Evaluation of curriculum is an integral and essential part of the whole process of curriculum development.
It is a continuous activity and not a "tail-end-process". Evaluation and planning are complementary
processes which occur almost simultaneously and continuously. Planning is made on the basis of
evaluation and vice versa. However, as a separate state evaluation has its own entity.
The importance of curriculum evaluation is to determine the value of the curriculum itself is the curriculum
appropriate for the particular group of students with whom it is being used? Are the instructional methods
selected, the best choices in the light of the objectives sought? Is the content the best that could be
selected? Are the materials recommended for instructional purpose appropriate and the best available for
the purpose envisaged?
Objectives of Curriculum Evaluation

1. To determine the outcomes of a programme.
2. To help in deciding whether to accept or reject a programme.
3. To ascertain the need for the revision of the course content.
4. To help in future development of the curriculum material for continuous improvement.
5. To improve methods of teaching and instructional techniques.
Types of Curriculum Evaluation

According to Scriven, following are the 3 main types
1. Formative Evaluation. It occurs during the course of curriculum development. Its purpose is to
contribute to the improvement of the educational programme. The merits of a programme are
evaluated during the process of its development. The evaluation results provide information to
the programme developers and enable them to correct flaws detected in the programme.
2. Summative Evaluation. In summative evaluation, the final effects of a curriculum are evaluated on
the basis of its stated objectives. It takes place after the curriculum has been fully developed
and put into operations.
3. Diagnostic Evaluation. Diagnostic evaluation is directed towards two purposes either for

placement of students properly at the outset of an instructional level (such as secondary
school),or to discover the underlying cause of deviancies in student learning in any field of
study.

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Core Curriculum

Objectives of Core Curriculum

The following are the Objectives stated as:

Characteristics of Core Curriculum

Objectives of Curriculum Evaluation

Types of Curriculum Evaluation

3. Diagnostic Evaluation. Diagnostic evaluation is directed towards two purposes either for

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