The term
curriculum is derived from the Latin word “currus” meaning to run or running
generally curriculum means the running (currus) which begins from the cradle to
end in the grave. In its original from the cradle to end in the grave. In its
original Latin Usage, it means a “run way” or a course which one runs to reach
a goal.
According
to Tanner and Tanner (1975:54) presented a compressive meaning of curriculum.
He explain that curriculum is the planned and guided learning experiences and
intended learning outcomes formulated through the systemic reconstruction of
knowledge and experiences under the auspices of the school for the learner’s
continuous and willful growth in personal-social competence. Tanner and Tanner
made us known that the definition is dynamic and the need for “systematic
reconstruction” to meet up with changing trends in learning.
According to
offorma (1994b) feels that curriculum should be
seen as the while of the interacting forces of the total environment provided
for the younger and inexperienced
members of society by the school and its complementary agencies.
The
curriculum could be defined in various ways in a narrow sense, the curriculum
could be considered to be synonymous with the syllabus of a subject, for
example chemistry or history.
Curriculum
in a wider sense, the curriculum is considered to be bigger than the syllabus
of a subject as it embodies other strategies of teaching and learning
components stated above.
The
idea of the curriculum, as presented here, is only applicable to formal or
classroom education, and not to traditional African or Nigerian indigenous
education which is basically.
Informal
and so without a defined curriculum the first school curriculum that Nigeria had was
the one brought down by the Christian missions. This was followed by the
curriculum prescribed by various examining bodies. Let us briefly examine these
two categories of curriculum.
There
are major component that school districts and teachers in the classroom are
legally obligated to follow.
1)
Additional (IEP) -Individualized Education
Program: considerations relevant to student academic and behavioral performance
in school communities.
2)
Narrative and quantitative (CLOP) current
levels of performance: include diagnostic result of brisance testing-given
every year.
3)
Current progress performance in academic and
behavioral support in student interventions.
4)
Narrative teacher feed back on student class
inclusion.
5)
Progress reports within the school year
mailed to parents and given to students
6)
Student scores on state standardized
assessments
7)
Learning and behavioral goal and objectives
8)
Quantifiable and measurable goal.
Brigance testing and teacher feedback:
transitional plan post-secondary education-include internships and vocational
education plans.