Curriculum Organization

Curriculum organization refers to the structure of curriculum. So, analyzing a curriculum organization is to analyze whether the structure of curriculum is good or not. It seeks the answer of some questions like ‘why does particular subject exist in that particular occasion?’, ‘is it okay to put this subject after, before, or at the same time with another?’ etc.

Commonly, analyzing curriculum organization can be through its level and dimension. For the former, we analyze curriculum organization based on its level relations either in macro level or micro level. In the macro level, we analyze the relations between educational levels (class 7, 8, and 9 of senior high school) or educational programs (vocational and general programs). In the micro level, we analyze the relations of its most specific level such as the relations between particular concepts, facts or skills within lessons. For the later, we analyze curriculum organization based on its dimension, whether it is good if the curriculum is arranged vertically or horizontally. Vertical dimension seeks the correlation or integration of contents taught in curriculum whereas horizontal dimension seeks the sequencing of contents taught in curriculum.

Further, analyzing curriculum organization can be through the structure of its content, whether it is good to organize the content in discrete, linear, hierarchical, or spiral. Discrete structure means that the content is organized separately; one section is not related with another. Linear structure means that the content is organized in sequence; one subject is prerequisite for another. Hierarchical means that to take a subject needs other subjects which are required; students need to take sub-subject before taking the main subject. Spiral structure means that the content is periodically re-taught based on circle order.

Next, analyzing curriculum organization can be through the structure of its media. Media means a tool which can facilitate to conduct a curriculum. The tool is called method or technique. We analyze whether the technique used to conduct a curriculum is good and appropriate or not, is it better to use parallel, convergent, divergent or mixed technique?. Parallel means that each subject will be taught by using its own method (each method for each subject). Convergent means that one subject will be taught by using several techniques (several methods for one subject). Divergent means that a set of learning out comes will be achieved by using particular method (certain method for a set of learning out comes). Mixed means that a subject can be taught by using combined more than one method.

Next, curriculum organization can be analyzed through its typical respond. For example, we can analyze typical curriculum organization in macro level whether it’s a respond to the changing purpose of schools and societal institutions; or the changes of cultural construction.

The last, curriculum organization can be analyzed by seeing its principles related to four common places. The first is subject matter. Organizing curriculum based on what the subject matter seems to be organized can be related to world as it exist-empirical; concepts as what we think and talk about the world-conceptual; and inquiry which is similar to conceptual principle but more describes about the process deriving the concept rather than the way the concept as product is organized. The second is learners and learning. It means that organizing a curriculum may consider the characteristics of learners including their interest, problems, needs, abilities, previous experiences, preconceptions, and developmental level; as well as, the way they learn. The third is teachers and teaching. It means that organizing a curriculum may consider the characteristics of teachers including their interest, perspective of learning and subject matter, teaching style, etc. as well as, the focus of curriculum significance and the assignments teachers give. The fourth is milieu. It means that organizing a curriculum may be influenced by environment such as social perspective, economic perspectives, political perspectives and also organizational perspectives.

In conclusion, analyzing a curriculum is like evaluating the structure of curriculum. It seeks the answer of some questions like, “is each aspect connected effectively or not?”. Curriculum organization can be analyzed by evaluating its level, dimension, content, media, typical respond, and principle.