SUSJE.CT CENTERED CURRICULUM
(SCCJ
1\fEANING OF SUBJ ECT CENTERED CURR ICULU M
sec is curriculum in which objective knowledge generated by
experts. researchers._theoris ~ dominate with a rigid divisions of
disciplines or subjects like Science., Maths, History, Geography c!c.
Each subject have strong logical base for its experience and separation
from another subject. For" exainple why Geography is separnte from
Economics or History. Further each subject is divide.d into different
parts according its nature example Economics into Micro Economics.
Macro Economics and Statistic etc. Each subject is has fixed place
and a11otted time. It is also known' ~kno~lidg~ ce;h~~<l curncuf u11~-:'\
------~-::--- -:---- :--:Z- ~:- -- - -
sometirnes1:eacher Centere d curric_ulum. ·here is no or less pb:icc for
subjective views and interpretation in this curric.:ulu~:.J;_carners enjoy
no orlimited freedom.
_
MEANING
SCC is curriculum in which ob· ective k.nowlcdl!e
.._ _...,,~ - ..., ....generated hv
~
experts. researchers, theorists domrnatc w1t a rigi<l divisions of
disciplines or subjects like Science: Maths. History, Geography ctt.:.
Each subject have strjg logical base for its experience and s1:par.atio11
from another subj~ct. · or example \.Vhy Geography is separare frt",111
Economics or Histor . Further each subject is diviued into di111.•1-e11l
parts according its nature example Eccmomics into Micro r·cono1111c.;;
Macro Economics and Statistic etc. Each subject is has fhed place
and allotted time. It is also known as knowledge centered cu11 iculum.
sometimes teacher Centered curriculum. There is no or less placr for
subjective v1ew5 and interpretation in this curriculum. Learners ertjoy
no or limited freedom.
m
, r su~I eel Ccntcn.: d C'u1riculu111 (SCC! ~
Dl'H '\lJl Ol\S sk ills, Thcs~ might include co! lcge courses taken_
__
'\!-hi.:-, ,, .'ho."tl dcfini:' th~ ~--~;,, '-'cl- ,,.1lk1cJ curriculum \.\~ik i,,1111 111 hit!
11w ,,i,1..-~,. .\s:
and perhaps m1.\~t ot" i\1u, WI\) to ('lll),,'1li1\! cu1 iicll sc I10 0 1• advunccd auto mccha111cs. cour,,cs, or !special intcr~r.t 1;,,ur
ll1n, I, such as pt,otogrnphy or a~ronaut1cs.
is through n 'illh.,.oot~..entt-red a.pprNirh. 1 h1s typc
,r-parate.~ l-no"lcd.1--e into \'arious cont..-nt ar~<;.
of curric ulum I Objectives and A~co~ntability in S~C
Mode m schoo ls, J The central obJect1ve for any subject-centere
113 m,.ul:trl~ middle and high schools. tend to operate in this fashion. • urriculum is student mastery of content know
d approach 10
Students ~ke cla.~-es in Englhhilanguage arts, ledge . Th1.: teacher
math, science, social :resents content and skills to students in a logica
studies. fine ans. cnrcer and technical education, l sequence. This
nnd so forth . step-by-step approach ensures that students gain
The suhiect-centcred approach to education can all the infonnation
be traced to and skills needed to master this content area.
ancie:ll Grecl :society. The scholars of antiq uity There is li ttle or no
studied the seven
liberal iris: music. grammar, astronomy, rheto ric, emphasis on the overlap of various subjects. Teac
geometry, dialectic hers only presen t th~
and :mthmt't1c Modem day subject-centered curri subject matter from their individual subject and
culum began in are only c1ccountablc
lhe 1870.; in th~ St. Louis school s::stem, heade for student mastery of their content area.
d b) Superintendent
\\'ill~m I tams Ash~y Scehom described fol lowin "Proponents defend the subject-centered curriculum
g aspcc1.s of SCC on four grounds:
I) that subjects are a logical way to organize and
Focu,_ of Approach in SCC interpret learning, 2) that
such organization makes it easier for people to remem
ln , suh1ec1-centea:d approach to curriculu1n ber information for
, each content area future use, 3) that teachers (in s~ondary schools,
i1s O\l.n set of skills and concepts for mastering that
, onialI1 !, at least) are trained
content. ns subject-matter specialists, and 4) that textbo
For t>x::mple. in science.. students learn abou t oks and other teaching
the scientitk method materials are usually organized by subject"
an~ sc1encc-il'l'!med vocabulary. This know
ledge is then used when Ornstein's point about subject-centered curric
stu:ients oonduc, e>..periroents and investigations. ulum has many
In English, students opponents. One argument is that education shou
lre taughr grammatical rules which they will ldn't be designed
need to produce with the goal of simply having students remember
approprfale "Tin.en products. Teachers in these information. That
subject areas are was old. IndustriaJ Age thinking that does not take
spceeialists in their content. into account either
the goals of college and career readiness curre
Types of Content in SCC ntly espoused by our
new educational standards, or the fact that learne
Schools that. m11.11uam a subject-centered appro rs come with m~my
ach categorize different strengths and weaknesses- and those differ
subjects into three different types. •·common ences need lo be
conte nt" represents addressed individually for maximum effectiven
subjects oil students must study. In elementary schoo ess.
ls, this consists DISTJNCTIVE CHARACTERISTICS OF SUB
of arithmetic. 1e-ading and writing (the three JECT
Ris). ln secondary
s~hools, Lhc:~e subjects include: math. science, socia CENTERED CURRICULUM
l studie s/history
and 1-.nglishllonguage arts. "Special content" l. Oldest: Subject Centered Curriculum is
describes classes oldesl form of
tliat prepare students for specific pro?e;~1ons. curriculum . Roots of this type of curriculum lies
TI1ese might include in ancient Greece
1·0ca tion1:1 I and technical educution courses. ·'Elec and Rome . At thal time there were som~ libera
tive content" refers l arts in the schools..
to op tional classes students can tak~ to lurthet Broadly it was divided into two categories.
their knowledgt! and According to Sidney
Hooks, '•The seven liberal arts consisted of two
divisions:
, • •
t <iG l'r,., 1u~1 r uu11tl t
a. Tnv1um: Its low ,,. cl .
,1
• • .
ion~ ul ( un iculum Dn .:lopmc11t
,- s ubject Ccntcretl Curriculum (SCC)
• · i.: iv1-,io11 con sisting of ·
1. Grammer · Y romote specialised resea rch: SubJe<.:t Ccntt: rl·d L umc ui u~i
ii . Rhetoric [ otes spec ialised research because subject maltl·r 1~ d<1 ,.~1fied 111
prom I
iii. Dialectic (logic) I
b. Quad~vium consists ofArthimetic, Geometry, Astronomy
and Music.
I such a way. The arrangement of subject maller heir to ouHe new
problems. rt helps to investigate new problem wrth more in-tl~r1ht
intensively. For example it help a Psychology student to 1nvcr;1tga1e
These subjects were broad. TI1e sev
.
l'b
en I era I arts do not
i new problem wh ich is related only highly psychological. ror l.'.'.\am pie
confom1 precisely to modem subiects hav,·ng th · investigating cause of anxi ety disorder. Ph.D's in a specific subject is
• . • J e same flt1es: 1n the
n10dl!m r enod the Tnv1um was further divi'ded t · 1 d 1· · example of special ised research.
. . · o me u e rterature
and h1storv and the Quadrivium to include Algebr T · 5,-Knowledge for Knowledge: Jn Subj ect Centered Curriculum
. - a, ngnometry,
c.. ,cograrhy, Botany, Zoology, Physics and Chemistry. In this manner is~ ot classified and arranged to solve practical problem. It he lps co
suujects went on being added one after the other so much that in J930 understand new knowledge. It does not foc us an application con tent
rhere were over JOO distinct subjects of instruction. of this curriculum is not classified and arranged for influt:ncing social
policies and decisions.
/ .l. Widely acct'pted : Subject Centered Curriculum is widely
accep1ed form of curriculum. It means Subject Centered Curriculum ~ t focused :. In this curricu lum content i!-t hrghl)
important. Jc contains facts. i<leas, principles, rules. theories and
is constructed and implemented in most parts of the world. Most of
concepts of an area of study. It ht:: lps learner lO ga1 n 111 0 1c und mo re
1he schools have Subject Centered Curriculum.
insight or understanding of a spec ific subJect.
.3,.. Separation of Subjects: In Subject Centered Curriculum are
y nalytical: Subject Centered Curriculum 1s analy tical in
Jot organised in correlated manners. Each subject is separate from
nature. Analytical means it study the knowledge by divid ing into
other subjects.
parts. Students will study a topic by dividing into parts. Te;icher wi IJ
(a) Extreme Separation: ln extreme for subjects are considered
teach sta11ing from whole and proceed towards its parts
s~parate bodies of knowledge. Subjects are taught in complete
8. Complexity of content: Sometimes Subject Cente red
isolation from. one another. Even related subjects are taught io Cuniculum is considered as contain ing one typ~of con ten I. 1t is wrong
separation. For example branches of Social Sciences. Histo~ is a subject actually contain complex content. Complex means rontc1i n
tirnght t:omplctely separate from Economic, Geography, Poltt1cal many aspects, parts. elements of an area of knowledge hub_1cclJ.
Scienct>, Sociologj etc. _ . For examrle Punjabi la nguage contain a num ber of el ements which
(b) Moderate Separation: Second way of separation is c_alled makes it complex. It conta ins w1 its of sentence. d1 fferenl ru les or word
moderate. 1t is relatively less extreme form of separation°~ sub_1ec_ts. construction, different types of words; different mean ings of words.
It allO\-.s some degree of correlation between related subJects. F_or its own phonetic, relation with Gurmukh i and so on. Hence. c:very
examrl e while teuchmg . history
. reac her can relate few aspects
· with subject is cons idered a~ complex knowledge in SubJect Centered
Curriculum. Ask student of Punjab i what i s ~ . arcro, ~ -
othl!r • • Is · e
(r) Correlated: In modem time subjects like Poht1c11 c1enc ' ~ ~ ~ fumfi' etc. He/She will feel difficult} Jue 10
Fconomics, Geography etc. complexity
(SCCJ
1\fEANING OF SUBJ ECT CENTERED CURR ICULU M
sec is curriculum in which objective knowledge generated by
experts. researchers._theoris ~ dominate with a rigid divisions of
disciplines or subjects like Science., Maths, History, Geography c!c.
Each subject have strong logical base for its experience and separation
from another subject. For" exainple why Geography is separnte from
Economics or History. Further each subject is divide.d into different
parts according its nature example Economics into Micro Economics.
Macro Economics and Statistic etc. Each subject is has fixed place
and a11otted time. It is also known' ~kno~lidg~ ce;h~~<l curncuf u11~-:'\
------~-::--- -:---- :--:Z- ~:- -- - -
sometirnes1:eacher Centere d curric_ulum. ·here is no or less pb:icc for
subjective views and interpretation in this curric.:ulu~:.J;_carners enjoy
no orlimited freedom.
_
MEANING
SCC is curriculum in which ob· ective k.nowlcdl!e
.._ _...,,~ - ..., ....generated hv
~
experts. researchers, theorists domrnatc w1t a rigi<l divisions of
disciplines or subjects like Science: Maths. History, Geography ctt.:.
Each subject have strjg logical base for its experience and s1:par.atio11
from another subj~ct. · or example \.Vhy Geography is separare frt",111
Economics or Histor . Further each subject is diviued into di111.•1-e11l
parts according its nature example Eccmomics into Micro r·cono1111c.;;
Macro Economics and Statistic etc. Each subject is has fhed place
and allotted time. It is also known as knowledge centered cu11 iculum.
sometimes teacher Centered curriculum. There is no or less placr for
subjective v1ew5 and interpretation in this curriculum. Learners ertjoy
no or limited freedom.
m
, r su~I eel Ccntcn.: d C'u1riculu111 (SCC! ~
Dl'H '\lJl Ol\S sk ills, Thcs~ might include co! lcge courses taken_
__
'\!-hi.:-, ,, .'ho."tl dcfini:' th~ ~--~;,, '-'cl- ,,.1lk1cJ curriculum \.\~ik i,,1111 111 hit!
11w ,,i,1..-~,. .\s:
and perhaps m1.\~t ot" i\1u, WI\) to ('lll),,'1li1\! cu1 iicll sc I10 0 1• advunccd auto mccha111cs. cour,,cs, or !special intcr~r.t 1;,,ur
ll1n, I, such as pt,otogrnphy or a~ronaut1cs.
is through n 'illh.,.oot~..entt-red a.pprNirh. 1 h1s typc
,r-parate.~ l-no"lcd.1--e into \'arious cont..-nt ar~<;.
of curric ulum I Objectives and A~co~ntability in S~C
Mode m schoo ls, J The central obJect1ve for any subject-centere
113 m,.ul:trl~ middle and high schools. tend to operate in this fashion. • urriculum is student mastery of content know
d approach 10
Students ~ke cla.~-es in Englhhilanguage arts, ledge . Th1.: teacher
math, science, social :resents content and skills to students in a logica
studies. fine ans. cnrcer and technical education, l sequence. This
nnd so forth . step-by-step approach ensures that students gain
The suhiect-centcred approach to education can all the infonnation
be traced to and skills needed to master this content area.
ancie:ll Grecl :society. The scholars of antiq uity There is li ttle or no
studied the seven
liberal iris: music. grammar, astronomy, rheto ric, emphasis on the overlap of various subjects. Teac
geometry, dialectic hers only presen t th~
and :mthmt't1c Modem day subject-centered curri subject matter from their individual subject and
culum began in are only c1ccountablc
lhe 1870.; in th~ St. Louis school s::stem, heade for student mastery of their content area.
d b) Superintendent
\\'ill~m I tams Ash~y Scehom described fol lowin "Proponents defend the subject-centered curriculum
g aspcc1.s of SCC on four grounds:
I) that subjects are a logical way to organize and
Focu,_ of Approach in SCC interpret learning, 2) that
such organization makes it easier for people to remem
ln , suh1ec1-centea:d approach to curriculu1n ber information for
, each content area future use, 3) that teachers (in s~ondary schools,
i1s O\l.n set of skills and concepts for mastering that
, onialI1 !, at least) are trained
content. ns subject-matter specialists, and 4) that textbo
For t>x::mple. in science.. students learn abou t oks and other teaching
the scientitk method materials are usually organized by subject"
an~ sc1encc-il'l'!med vocabulary. This know
ledge is then used when Ornstein's point about subject-centered curric
stu:ients oonduc, e>..periroents and investigations. ulum has many
In English, students opponents. One argument is that education shou
lre taughr grammatical rules which they will ldn't be designed
need to produce with the goal of simply having students remember
approprfale "Tin.en products. Teachers in these information. That
subject areas are was old. IndustriaJ Age thinking that does not take
spceeialists in their content. into account either
the goals of college and career readiness curre
Types of Content in SCC ntly espoused by our
new educational standards, or the fact that learne
Schools that. m11.11uam a subject-centered appro rs come with m~my
ach categorize different strengths and weaknesses- and those differ
subjects into three different types. •·common ences need lo be
conte nt" represents addressed individually for maximum effectiven
subjects oil students must study. In elementary schoo ess.
ls, this consists DISTJNCTIVE CHARACTERISTICS OF SUB
of arithmetic. 1e-ading and writing (the three JECT
Ris). ln secondary
s~hools, Lhc:~e subjects include: math. science, socia CENTERED CURRICULUM
l studie s/history
and 1-.nglishllonguage arts. "Special content" l. Oldest: Subject Centered Curriculum is
describes classes oldesl form of
tliat prepare students for specific pro?e;~1ons. curriculum . Roots of this type of curriculum lies
TI1ese might include in ancient Greece
1·0ca tion1:1 I and technical educution courses. ·'Elec and Rome . At thal time there were som~ libera
tive content" refers l arts in the schools..
to op tional classes students can tak~ to lurthet Broadly it was divided into two categories.
their knowledgt! and According to Sidney
Hooks, '•The seven liberal arts consisted of two
divisions:
, • •
t <iG l'r,., 1u~1 r uu11tl t
a. Tnv1um: Its low ,,. cl .
,1
• • .
ion~ ul ( un iculum Dn .:lopmc11t
,- s ubject Ccntcretl Curriculum (SCC)
• · i.: iv1-,io11 con sisting of ·
1. Grammer · Y romote specialised resea rch: SubJe<.:t Ccntt: rl·d L umc ui u~i
ii . Rhetoric [ otes spec ialised research because subject maltl·r 1~ d<1 ,.~1fied 111
prom I
iii. Dialectic (logic) I
b. Quad~vium consists ofArthimetic, Geometry, Astronomy
and Music.
I such a way. The arrangement of subject maller heir to ouHe new
problems. rt helps to investigate new problem wrth more in-tl~r1ht
intensively. For example it help a Psychology student to 1nvcr;1tga1e
These subjects were broad. TI1e sev
.
l'b
en I era I arts do not
i new problem wh ich is related only highly psychological. ror l.'.'.\am pie
confom1 precisely to modem subiects hav,·ng th · investigating cause of anxi ety disorder. Ph.D's in a specific subject is
• . • J e same flt1es: 1n the
n10dl!m r enod the Tnv1um was further divi'ded t · 1 d 1· · example of special ised research.
. . · o me u e rterature
and h1storv and the Quadrivium to include Algebr T · 5,-Knowledge for Knowledge: Jn Subj ect Centered Curriculum
. - a, ngnometry,
c.. ,cograrhy, Botany, Zoology, Physics and Chemistry. In this manner is~ ot classified and arranged to solve practical problem. It he lps co
suujects went on being added one after the other so much that in J930 understand new knowledge. It does not foc us an application con tent
rhere were over JOO distinct subjects of instruction. of this curriculum is not classified and arranged for influt:ncing social
policies and decisions.
/ .l. Widely acct'pted : Subject Centered Curriculum is widely
accep1ed form of curriculum. It means Subject Centered Curriculum ~ t focused :. In this curricu lum content i!-t hrghl)
important. Jc contains facts. i<leas, principles, rules. theories and
is constructed and implemented in most parts of the world. Most of
concepts of an area of study. It ht:: lps learner lO ga1 n 111 0 1c und mo re
1he schools have Subject Centered Curriculum.
insight or understanding of a spec ific subJect.
.3,.. Separation of Subjects: In Subject Centered Curriculum are
y nalytical: Subject Centered Curriculum 1s analy tical in
Jot organised in correlated manners. Each subject is separate from
nature. Analytical means it study the knowledge by divid ing into
other subjects.
parts. Students will study a topic by dividing into parts. Te;icher wi IJ
(a) Extreme Separation: ln extreme for subjects are considered
teach sta11ing from whole and proceed towards its parts
s~parate bodies of knowledge. Subjects are taught in complete
8. Complexity of content: Sometimes Subject Cente red
isolation from. one another. Even related subjects are taught io Cuniculum is considered as contain ing one typ~of con ten I. 1t is wrong
separation. For example branches of Social Sciences. Histo~ is a subject actually contain complex content. Complex means rontc1i n
tirnght t:omplctely separate from Economic, Geography, Poltt1cal many aspects, parts. elements of an area of knowledge hub_1cclJ.
Scienct>, Sociologj etc. _ . For examrle Punjabi la nguage contain a num ber of el ements which
(b) Moderate Separation: Second way of separation is c_alled makes it complex. It conta ins w1 its of sentence. d1 fferenl ru les or word
moderate. 1t is relatively less extreme form of separation°~ sub_1ec_ts. construction, different types of words; different mean ings of words.
It allO\-.s some degree of correlation between related subJects. F_or its own phonetic, relation with Gurmukh i and so on. Hence. c:very
examrl e while teuchmg . history
. reac her can relate few aspects
· with subject is cons idered a~ complex knowledge in SubJect Centered
Curriculum. Ask student of Punjab i what i s ~ . arcro, ~ -
othl!r • • Is · e
(r) Correlated: In modem time subjects like Poht1c11 c1enc ' ~ ~ ~ fumfi' etc. He/She will feel difficult} Jue 10
Fconomics, Geography etc. complexity
