Course Outline
Dated: 7-7-2021 Credit Hours : 3-0 Page 1 of 3 pages
EDU 307
Curriculum Development and Implementation
Text Book :-
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2005). Curriculum
Leadership: Development and Implementation. SAGE Publications.
2455 Teller Road, Thousand Oaks, CA 91320.
Reference:-
Finch, C. R., & Crunkilton, J. R. (1999). Curriculum development in vocational
and technical education. planning, content, and implementation. Allyn
and Bacon, 160 Gould Street, Needham Heights, MA 02494.
Oloruntegbe, K. O. (2011). Teachers' involvement, commitment and
innovativeness in curriculum development and implementation. Journal
of Emerging Trends in Educational Research and Policy Studies, 2(6),
443-449.
Course Description
In the system of education, curriculum is designed to provide desirable learning
experiences. This course curriculum development has been developed for B Ed programs.
Curriculum is a total plane for a particular educational setting. Curriculum development
is a process in which choices of learning experiences are made and activated through
coordinated activities. The process starts from selections of aims, goals and objectives,
which guide the structure and provide direction. The next stages are selection of content
and its organization, selection of instructional strategies and evaluation. In the last unit
the curriculum development and its problems and issues in Pakistan are discussed.
Learning Outcomes
After completion of the course, the learner will be able to:
Conceptualize the curriculum and their scope and its importance in education in
Pakistan;
Analyze critically the existing practices of curriculum reforms and explore
alternatives for improving the curriculum reforms in Pakistan;
Understand contemporary ideological and pragmatic curricular, pedagogical and
assessment issues related to elementary and secondary education in Pakistan;
Demonstrate understanding of the curriculum development process in Pakistan and its
implications for improving the quality of education in Pakistan;
Apply skills and knowledge to translate intended curriculum into practice and further
enrich it for achieving the educational goals; and
Perform role as curriculum planners and developers to meet the challenges and
demands of the 21st century.
Course Outline
Dated: 7-7-2021 Credit Hours : 3-0 Page 2 of 3 pages
EDU 307
Pre-requisite:- Nil
Grading Policy:-
In-semester Evaluations: 30%
End Semester Evaluation: 70%
Week-wise Breakdown
Student
Topics / Activities Chapter
Activity
Week
Re-conceptualization of Curriculum.
Traditional and progressive concepts of
1 1
curriculum.
Elements of curriculum-objectives,
contents, teaching methods and evaluation
Commonplaces of curriculum – subject
matter, teacher, learner and milieu.
2 1
Role of hidden curriculum in education
Role of educational ideologies in
curriculum development
3 Assignment 2
Role of school leadership including teacher
in curriculum development
Role of information technology in
4 2
curriculum
Foundations of curriculum Development
5 Philosophical/Ideological Foundations. 3
Historical Foundations
Psychological Foundations
6 Socio-cultural Foundations 3
Economic Foundations.
Curriculum Theories and Practices
7 Objective model 4
Contents model
Process model
8 Integrated vs. differentiated curriculum Presentation 4
Teacher vs. student curriculum
9 Mid Term Exam
10 Teacher vs. bottom-up curriculum practices 5
Course Outline
Dated: 7-7-2021 Credit Hours : 3-0 Page 3 of 3 pages
EDU 307
Student
Topics / Activities Chapter
Activity
Week
Contemporary issues of curriculum
theorization and practices.
Curriculum Reforms in Pakistan
Review of curriculum reforms in Pakistan
11 in line with national education policies 5
Review of curriculum change process in
Pakistan
Issues of curriculum change in Pakistan
12 Curriculum development process in 6
Pakistan
Current Trend in Assessment
Traditional and progressive notion of
13 assessment Assignment 7
Relationship between curriculum
instruction, and assessment
Authentic assessment and implications
Performance based assessment and
14 implications 8
Criterion referenced assessment and
implications
Norms referenced assessment and
15 implications Presentation 8
Portfolio assessment
Curriculum Monitoring and Evaluation
Traditional and progressive notion of
curriculum monitoring and evaluation
16 Relationship between monitoring and Assignment 9
evaluation.
Forms of curriculum evaluation-formative
and summative
Role of evaluation in curriculum
improvement.
Processes and practices of curriculum
evaluation.
17 9
Curriculum evaluation in Pakistan and
implication.
Contemporary issues of curriculum
evaluation.
18 Final Term Exam
