Sspe 3rd term notes for Gomal university students

CODE 302
UNIT 1    CRICULAM DEVLOPING
Defination
Physical Education is "education through the physical". It aims to develop students’ physical competence and knowledge of movement and safety, and their ability to use these to perform in a wide range of activities associated with the development of an active and healthy lifestyle. It also develops students’ confidence and generic skills, especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and attitudes in PE, provide a good foundation for students’ lifelong and life-wide learning.
Definition of curriculum
Curriculam comes from latin root curee which means ‘to run’ which later come to stand as the ‘course of the study’.
Curriculam i.e the sum tottle of all learning contant ‘experience and resourses that one purpously selected organized and implemented by the school in pursuit of his peculiar mandate as distinct institution of learning and human devlopement.
Curriculum Aims:
All students know what they need to achieve to succeed in life
Staff and students have high expectations and strive for excellence
Learning and teaching takes place in a safe and purposeful environment
Students are encouraged to have enquiring minds and seek opportunities to become global citizens
Staff challenge and support students’ paths to success

Curriculum Objectives:
Creative and flexible approaches to learning and teaching
Offering an innovative curriculum developed with the aspirations and interests of the student at the centre
Making effective use of ICT and new technologies to motivate and inspire students
Nurturing close partnerships with local and international organisations, giving students a wide range of opportunities to experience the world of work
Providing opportunities for students to extend their learning outside of the formal curriculum, including an entitlement to four hours per week of enrichment activities from Year 7

types of curriculum
1. Overt, explicit, or written curriculumIs simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively. 2. Societal curriculum (or social curricula)This type of curricula can now be expanded to include the powerful effects of social media (YouTube; Facebook; Twitter; Pinterest, etc) and how it actively helps create new perspectives, and can help shape both individual and public opinion.3. The hidden or covert curriculumThat which is implied by the very structure and nature of schools, much of what revolves around daily or established routines.
Examples of the hidden curriculum might include the messages and lessons derived from the mere organization of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on.
4. The null curriculumThat which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society. Eisner offers some major points as he concludes his discussion of the null curriculum5. Phantom curriculumThe messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures.6. Concomitant curriculumWhat is taught, or emphasized at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.)7. Rhetorical curriculumElements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices.8. Curriculum-in-useThe formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those “formal” elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.9. Received curriculumThose things that students actually take out of classrooms; those concepts and content that are truly learned and remembered.10. The internal curriculumProcesses, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. Educators can explore this curricula by using instructional assessments like “exit slips,” reflective exercises, or debriefing discussions to see what students really remember from a lesson. It is often very enlightening and surprising to find out what has meaning for learners and what does not.11. The electronic curriculumThis type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, wikis, chatrooms, listserves, through instant messenger, on-line conversations, or through personal e-mails and sites like Twitter, Facebook, or Youtube) and for personal online research and information gathering are bombarded with all types of media and messages.
      Factor effecting on  curriculam