Curriculum Studies Questions and Answers

Answer: A

The determinants of objectives for the secondary level are I, II and IV, option (A).

Objectives of the secondary curriculum are drawn from the socio-psychological needs of the learners, the economic needs of society and the national aims of secondary education.

III, a thrust area at the time of development, is a passing emphasis, not a basic determinant of objectives. Options (B), (C) and (D) include it, so they are wrong.

Answer: A

The guidelines for organising content in a subject curriculum are year by year and place by place description, I and II, option (A), according to the key.

Content can be arranged in the order of time, taking the matter year by year, and in the order of place, taking one region after another. These are the basic orders of arrangement for subjects like history and geography.

The linear or spiral form of expansion and the degree of importance are about the depth and sequence of treatment, which the key does not take as guidelines, so the codes with III and IV are not chosen.

Answer: C

The key takes the interest of the body (the student body) as the foremost factor.

A curriculum succeeds when it holds the interest of those for whom it is meant, because without the learners' engagement the best planned content does not reach them. The key gives (C), reading the printed word body as the body of learners.

The teacher's competence, the cooperation of the community and the leadership of the administration are important supports, but the key does not treat them as the foremost determinant.

Answer: A

The school curriculum should be planned to agree with the goals, purposes and interests of the pupils.

A modern curriculum is child-centred: it begins from the needs and interests of the learners and the aims of education, and then selects content and activities to meet them.

Textbooks, college entrance requirements and teachers' training or interests are secondary. They may shape how the curriculum is carried out but must not decide what it is for, so they are not the standard of agreement.

Answer: A

The main purpose of co-curricular activities is to facilitate pupil development.

Debates, sports, clubs, music and similar activities extend the classroom and develop the personality, social skills, leadership and interests of the pupil, which complements the academic programme.

Making a school look progressive, holding pupils back from dropping out, and meeting community demands may follow from such activities, but they are side effects and not the main purpose.

Answer: D

Life skill education is needed to face the challenges of life effectively.

The WHO describes life skills as abilities for adaptive and positive behaviour that help people deal with the demands of everyday life: decision making, problem solving, coping with stress, communication and empathy.

Adapting to one's own culture (option A), vocational efficiency (option B) and cultural integration (option C) may benefit in part, but they are narrower. The general purpose is to equip a person to meet life's challenges.

Answer: C

The core curriculum consists of the total experiences in the school programme. It is the part of the programme that all learners share and it is arranged around life problems, so it covers the whole range of learning experiences and not only a list of subject matter. Subject matter that children must learn describes the traditional subject curriculum, subjects offered by authorities describe the syllabus, and the teachers' unit plans are only a means of teaching. Core curriculum is therefore a broad plan of experiences and not a list of subjects.

Answer: D

A curriculum maker who designs a functional curriculum needs an understanding of all of these. Educational philosophy gives the aims and values, psychological principles show how learners grow and learn, and pedagogical procedures show how content is taught. A curriculum that works in practice draws on all three, so a single foundation is not enough and the combined option is the answer.