Generally, the content of the curriculum at any particular age is chosen to match the mental maturity level of the children, and to build on their existing knowledge and experience. This is done to avoid creating learning
difficulties by introducing a particular concept that is too far beyond the current understanding of average children of that age. For example, we don’t try to teach children in the first year of school how to multiply fractions, and we don’t require them to critique the plays of Shakespeare; such things are rightly covered much later in school life. In other words, curriculum content (subject matter) is usually organised into what educators call a ‘developmental sequence’ that progresses smoothly from simple concepts and skills in the early years to more advanced material later.
School curriculum as a source of learning difficulty
The curriculum can become a source of difficulty when the following problems arise: the work is too difficult, the work is boring, or progress is not monitored carefully by the teacher. Let us examine each of these potential problem areas.
The work is too difficult
For some reason, a teacher might decide to ignore the normal developmental sequence embodied in any well designed program, and instead introduce information, concepts or principles that are beyond the level of
understanding of some children. A similar problem is created if the teacher progresses too quickly through the curriculum, moving on to new work before some of the children have mastered earlier topics or skills. This can happen if the teacher is inexperienced, inefficient, or perhaps is teaching a new subject for the first time.
Even when teachers do follow the recommended curriculum sequence, in fairly large classes with students of varying ability, it is not surprising that from time to time some children are given work that is either much too
complex, or much too simple – both situations leading to frustration and disengagement. When the demands of curriculum content and learning activities are pitched too high or too low, learners may cease to learn.
In an ideal situation, the content of the school curriculum should be challenging enough to motivate the children, but not so challenging that it causes some children to become confused and discouraged. If subject
matter is unavoidably complex, the teacher should break the material down into smaller steps and teach that content very carefully, checking frequently for understanding. ‘Nothing recedes like success’ if the subject matter gets too difficult too quickly.
The work is boring
Ideally, children need to be genuinely interested in what they are required to learn and they need to perceive the topic or skill as being of value to them. While it is certainly possible to learn things that do not interest you,
it is far easier to maintain attention and give maximum effort to learning if the material is genuinely interesting. Psychologists refer to such material as ‘intrinsically motivating’. In contrast, dull material causes boredom, and
boredom leads to off-task behaviour such as daydreaming and time wasting. Once the child’s attention is lost, no useful learning occurs and over time the child begins to have problems with this school subject.
It is true, of course, that not all curriculum content can be intrinsically motivating. For example, practising addition and subtraction processes in arithmetic in order to become fast and accurate is not necessarily intensely interesting. In such cases, we may need to present this work in novel ways, through games and activities or computer software; and we may need to reward and praise children from time to time for engaging willingly in such work.
Children’s progress is not monitored carefully
One important aspect of the curriculum involves the regular assessment of children’s learning. This is usually achieved through some form of testing, together with careful observation and checking of children’s work in exercise books or folders. The main aim of such testing and observation is to reveal any children who are not doing well and who may need further instruction and additional practice. If teachers do not regularly check on
children’s progress, they may not notice quickly enough when a particular child is having difficulties. If the learning problem is not recognised early and remedied, it is likely to get worse.
Sometimes there is the problem that even if a teacher does assess children regularly he or she never has time later to help those who reveal their difficulties. Over the years we have tried to ensure that teachers understand that ‘assessment must lead to action’ – but in reality this often does not happen through lack of time and resources in school.
Read More : School Curriculum For Learning Difficulty
