Curriculum Theory

Curriculum Theory
With reference to underpinning theory, discuss different curriculum approaches (for example, compare and contrast product and process approaches).
The curriculum is defined as quoted from a dictionary   a ‘programme of study’ and was introduced in the late nineteen eighties. Mick Waters (Teachers TV) suggested the aims for learning should be that ‘young people feel confident as individuals, successful as learners and responsible as citizens.’   It was designed to make sure all learners got an entitlement to learn.
There are three different curriculum approaches which are praxis, process and product.   Geoff Petty, Teaching Today,A practical guide, Third edition, 2004, Nelson Thornes, pg 401 suggests that ‘many teachers use a mixture of process and product’.
  Praxis is the way we think about what we do and is concerned with bringing about something which is morally good. Yvonne Hillier, Reflective Teaching in Further and Adult Education,2002, Continuum, pg 19 suggests ‘We must be careful not to see praxis as a form of technically correct   behaviour: it is much deeper than that.’   It is concerned with social, ethical and political action. We tend to think as praxis as how we are influenced by our upbringing, culture, our socially situated selves. We act by reflecting and link theory with practice.
The process approach shows   the journey the learner has taken and was developed by Lawrence Stenhouse in nineteen seventy five. He along with other cognitive theorists such as Piaget, Bruner and Ausubel   suggested emphasising the active role of the learner in processing and organising incoming information or stimuli. They were concerned with the processes involved in creating responses and with how learners perceive and make sense of knowledge and new ideas in light of their own experiences.
The product is the most commonly used approach due to it having a syllabus and being straight forward making it easy for teachers to use. It is very structured...