ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Early Childhood Education and Elementary Teacher Education Department )

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Course: Curriculum Development (8603) Semester: Autumn, 2019

Level: B.Ed (One and half year) Total Marks: 100
Pass Marks: 50
ASSIGNMENT No. 1
(Units: 1-5)
Q.1 Analyze various definitions of curriculum and write a comprehensive definition of curriculu.
Evaluate the curriculum development process in Pakistan at the university level.
       -1
Q. 2 Compare the recommendations regarding curriculum reforms contained in the last two
educational policies and highlight the main differences.
         -2
Q. 3 Select any subject from the curriculum of B.Ed 1.5 AIOU and identify the different
foundations of the curriculum from it. Also, highlight the focused foundation that is reflected
at this level of the curriculum with examples.
          (1.5)      -3
        

1
Q. 4 Evaluate the following stages in the process of curriculum development with examples:
a) Formulation of objectives
b) Selection and organization of content
c) Selection and organization of methods
d) Curriculum Evaluation
     -4
  
    
   
  
Q. 5 Compare and contrast the humanistic model and process model of the curriculum.
  ProcessHumanistic  -5

ASSIGNMENT No. 2
(Units: 6-7)
Total Marks: 100
Pass Marks:50
Q.1 Evaluate various types of procedures for content selection. Differentiate between the concepts
of content selection and curriculum organization.
        -1
Q. 2 Design strategies and methods for the evaluation of curriculum of secondary level of education
in accordance with the need of the country.
       -2
Q. 3 Discuss the major problems faced by rural areas of Pakistan. Suggest their solution through
curriculum.
      -3
Q. 4 Compare and contrast the systems of curriculum development of China, Japan and Thiland.
      -4
Q. 5 Write short notes on the following:
a) Contribution of Imam Ghazali and Ibn-e-Khuldun
b) Taxonomies of Educational Objectives
c) Curriculum and Community Development
d) Critical Thinking and Curriculum
 -5
  
Taxonomies 
  
 Critical Thinking 
AIOU-AS-340(19)PPU-07-09-2019-35000