Curriculum Development and Implementation
B.Ed – 1.5
Credit Hours : 03
Lt Col M. Javeed Khan (R)
Department of EDUCATION 1
Sarhad University of Science and Information Technology, Peshawar
Course Outline
Detail of course outline
• Traditional and progressive concepts of curriculum
• Elements of curriculum
• Commonplaces of curriculum
Department of EDUCATION 2
Sarhad University of Science and Information Technology, Peshawar
Cont…
Recommended Books:
• M. Talla (2012). Curriculum Development: Perspectives,
Principles and Issues. Pearson Publications.
• Zais, Robert, S. (1976). Curriculum Principles and
Foundations. Harper and Row Publishers, London
Department of EDUCATION 3
Sarhad University of Science and Information Technology, Peshawar
Learning Outcomes
At the end of this lecture the students will be able to:
• Understand meaning of curriculum
• Understand traditional and progressive curriculum
• Know elements of curriculum
Department of EDUCATION 4
Sarhad University of Science and Information Technology, Peshawar
Weekly Teaching Plan
Week Assignments/
Topic
No Quizzes
1. • Traditional and progressive curriculum
• Elements of curriculum
• Common places of curriculum
2. • Role of Hidden Curriculum
• Role of Educational Ideologies
• Role of school leadership
• Role of IT
3. • Foundations of curriculum
• Philosophical Foundation
• Psychological Foundation
Department of EDUCATION 5
Sarhad University of Science and Information Technology, Peshawar
UNIT -1
INTRODUCTION TO
CURRICULUM
WEEK-1
Department of EDUCATION 6
Sarhad University of Science and Information Technology, Peshawar
i. Knowledge
Knowledge is from the word know.
It is a set of known facts, realities, information, truths and
principles.
Knowledge is all around us in the form of natural laws governing
everything.
ii. Education
It is the process of transfer of knowledge from surroundings, books
and individuals in the form of formal/informal education.
Education facilitates learning.
Education takes place by adopting several methods of teaching.
The methodology of teaching is called pedagogy. 7
iii. Learning
The process of education and experiences make learning happen.
• It brings about a permanent change in our habits, attitude and
behavior which occurs as a result of practice and experience.
• Learning develops our skills, knowledge, habits, attitudes, interests
and personality.
• Learning takes place in three aspects;
•Mental (Cognitive Domain)
•Physical (Psychomotor Domain)
•Emotional (Affective Domain)
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DEFINING CURRICULUM
Curriculum
• Curriculum is a document and its purpose is to
focus and connect the work of classroom teachers
in schools.
• Curriculum is the central thread of the whole
education system.
• The basic purpose of curriculum is to keep the
teacher and students on the track.
• Without curriculum no one knows what to do and
how to do.
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DEFINING CURRICULUM
The word curriculum is derived from the Latin word
‘currere’ meaning “race course” or the
path which leads to achieve educational
goals and objectives.
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DEFINING CURRICULUM
John Bobbitt (1918) defined curriculum as the course
of activities, experiences and studies that all children
need to become successful adults.
He viewed curriculum as a way to prepare students for
their future roles in the society and teaching subjects
that correspond to social needs.
Curriculum has to adapt to the needs of an individual.
Education is the preparation for adulthood.
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DEFINING CURRICULUM
Pratt (1980) defines curriculum as a written document that
systematically describes goals planned, objectives, content,
learning activities, evaluation procedures and so forth.
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DEFINING CURRICULUM
Modern Concept of Curriculum:
Modern education is the combination of two dynamic
processes;
the process of individual development
the process of socialization,
Socialization is known as adjustment with the social
environment.
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DEFINING CURRICULUM
Curriculum is the pathway towards achieving
educational objectives.
Curriculum is understood as the subject and
material taught by educational institutions in
the form of listed subjects including c0-
curricular activities.
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TRADITIONAL CURRICULUM
Traditional curriculum is a body of subjects or subject
matter prepared by the teachers for the students to learn.
Traditional curriculum adopts a linear approach to
curriculum design in which the teacher talks and the
student listens.
This approach is teacher centered, heavily content driven,
presenting the facts and expecting students to retain the
information.
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TRADITIONAL CURRICULUM
The characteristics of traditional curriculum are;
Students’ memorizes unending facts and formulas
Unexciting curriculum
Remote from reality and youthful interests
Students were tuned to listening only
Lead discussions are discouraged
Harsh environment prevail in the classroom
The rules governing students conduct are established by teachers
Students misconduct is severely treated through harsh punishments
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PROGRESSIVE CURRICULUM
Progressive curriculum adopts a non-linear approach to
curriculum in which the instructor incorporates group
activities, cooperative learning, manipulates, use technology
etc. in order to enhance the educational experience.
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PROGRESSIVE CURRICULUM
These methods are brainchild of the great progressivist John
Dewey who advocates that proper cognition comes through fusion
of theory and practice.
Progressive curriculum involves discovery /inquiry/problem
solving Methods.
The most important is that the learner has to find knowledge using
own ways, under teachers guidance of knowledge.
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PROGRESSIVE CURRICULUM
• Based on students’ interests
• Teachers prepare design and themes with students
• Focuses on experienced-based learning
• Learning attained through developmentally appropriate
experience-based activities
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PROGRESSIVE CURRICULUM
Characteristics of Progressive Curriculum
• Emphasis on learning by doing – hands-on projects, expeditionary
learning, experiential learning
• Integrated curriculum focused on thematic units
• Integration of entrepreneurship into education
• Strong emphasis on problem solving and critical thinking
• Group work and development of social skills
• Understanding and action are the goals of learning
• Collaborative and cooperative learning projects
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PROGRESSIVE CURRICULUM
• Education for social responsibility and democracy
• Personalized learning accounting for each individual's personal goals
• Integration of community service into the daily curriculum
• Subject content looking forward to the needs of future society
• De-emphasis on textbooks in favour of varied learning resources
• Emphasis on lifelong learning and social skills
• Assessment by evaluation of child's projects and productions
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CURRICULUM
Progressive methods include,
Inquiry
Experimentation
Field work
Project
Use of tools like computers
Discussion
Demonstration
Group work
Role play
Research
Drama
Debate
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CURRICULUM
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CURRICULUM
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ELEMENTS OF CURRICULUM
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ELEMENTS OF CURRICULUM
Elements of Curriculum
Curriculum is made up of elements and their appropriate coordination
guarantee the success of a curriculum.
The most common four elements of curriculum are:
i. Aims and Objectives
ii. Content
iii. Method (Learning Experiences)
iv. Evaluation
CURRICULUM
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Aims, Goals and Objectives
Aims, goals and objectives are concerned with outcomes expressed at several
levels.
Aims; are generalized concepts based on long term educational outcome.
Broad statements that relate to the major concepts identified in the
curriculum development.
Goals; medium term education outcomes
Goals are more specific than aims
Objectives; reflect specific statements of short term educational outcomes
Objectives indicate what is intended to be achieved based on the goals
and are measurable.
Elements of Curriculum
1. Aims, Goals and Objectives
Education is purposeful.
Curriculum objectives defines its purpose and provide direction.
Educational outcomes are terminal objectives.
These are anticipated learning outcomes.
The curriculum aims, goals and objectives explain what is to be
done.
The aim, goals and objectives states;
• what goals are to be achieved,
• the vision,
• the philosophy and
• the mission statement.
Elements of Curriculum
2. Content
Content refers to subject-matter thereby meaning what is to be taught and
learnt by students and its sequence.
Subject-matter contains knowledge and information to be learned in
school.
It is a medium through which the objectives are accomplished.
The concern of formal education is to transmit organized knowledge in
purified form to learners.
In organizing the learning contents, balance, articulation, sequence,
integration and continuity form a sound content.
Elements of Curriculum
Content
Subject matter selection includes the following factors;
• Type of society/culture and its demands
• Type of curriculum
• Scope of the subject matter
• Level/age of the learners
• Qualification of teachers
• Available resources/ training aids
• System of examination
Elements of Curriculum
3. Learning Experiences – Teaching Method
It includes the methods adopted by the teacher during instruction and
activities performed by the students.
It is the most ignored part in teaching learning process.
The process of teaching-learning and includes methodology of teaching,
learning experiences both within the institution and outside, learning
environments, teachers’ material as well as students’ material.
Elements of Curriculum
Learning Experiences – Teaching Method
The curriculum experience, instructional strategies and methods are the
core of the curriculum.
These instructional strategies and methods will put into action the goals
and use of the content in order to produce learning outcome.
Pedagogy is the magical touch of the teacher and converts the written
curriculum into meaningful instruction.
Elements of Curriculum
4. Evaluation
It’s a broad term used to make judgment about the set of
curriculum and to make decision about the worth of it.
On the basis of evaluation the experts can modify the
curriculum by bringing about desirable change.
The dynamic nature of curriculum development necessitates
evaluation at All stages of curriculum development.
COMMONPLACES OF
CURRICULUM
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COMMONPLACES OF
CURRICULUM
Commonplaces guide the process of curriculum development.
The curriculum revolves around four commonplaces.
It is a set of standards around which curriculum can be built.
It is the interrelated curricular components which includes;
i. The teacher
ii. The learner
iii. Subject matter
iv. Milieu (Context or environment)
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The End
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