Curriculum

• 1.Meaning and concept

• 2. Basic for curriculum formulation
/development
• 3. Process of curriculum development
• 4. Effective curriculum development
• 5. Evaluation of curriculum
 Introduction
•  Curriculum is the heart of the whole
educational process. Without curriculum, we
cannot conceive any educational Endeavour.
•  The curriculum in a literal sense ,a pathway
towards a goal.
•  Curriculum is actually what happens during a
course i.e., lecture , demonstrations, field visits,
the work with the client and so on.
•  Curriculum also means a written description of
what happens.
• Curriculum is an important element of education. Aims
of education are reflected in the curriculum. In other
words, the curriculum is determined by the aims of life
and society.
• Aims of life and society are subject to constant change.
 The term curriculum has been derived from a Latin
word „Currere‟ which means a „race course‟ or a
runway on which one runs to reach a goal. If the
teacher is the guide, the curriculum is the path.
• Curriculum is the total structure of ideas and activities.
 Definition
•  “A course, especially the course of study in a university” –
Dictionary .
•  “All the experiences of pupil which has undertaken in the
guience of the school”-blond‟s encyclopedia(1969).
•  All educational ideas must find expression in curricula
before we can tell whether they are day dreams or
contributions to practice. Many educational ideas are not
found wanting because they cannot be found at all." 
Stenhouse (1980)
•  "A curriculum is an attempt to communicate the essential
principles and features of an educational proposal in such a
form that it is open to critical scrutiny and capable of
effective translation into practice."
 Definition
•  All the learning activites which are planned
and guided by the school ,whether they are
carried out in groups or individually ,inside
and outside the school‟- kerr (1968).
•  „curriculum is tool in the hand of the artist
(teacher) to mould his material in accordance
with his ideals in the school – Cunningham .
 Concepts of Curriculum
• The concept if Curriculum is dynamic as the changes
that occur in society. In its narrow sense, curriculum is
viewed merely as a listing of subject to be taught in
school. In a broader sense, it refers to the total learning
experiences of individuals not only in schools but in
society as well. ( Purita P. Bilbo, Ed.D). Three facets of
curriculum…. Goals and purposes of eductaion
Evalutation of products Process of curriculum
•  Curriculum includes course of studies, methods of
teaching extra and co curricular activities in – addition
to the regular programes
 DETERMINANTS OF A CURRICULUM
•  BASIC NEEDS
•  SOCIAL ASPECTS
•  CULTURAL FACTORS
•  INDIVIDUAL TALENTS
•  IDEALS: INTELLECTUAL, MORAL.
•  RELIGIOUS
•  TRADITIONAL

• Basic tasks of curriculum development:

purpose goals objective Needs focusing Delivery student
Curriculum alignment
• As a minimum, a curriculum should provide a basis for planning a course.
• Producing and reviewing curriculum incorporates the following:
•  Step 1: Diagnosis of need (What needs to be taught?)
•  Step 2: Formulation of objectives (What objectives should be taught?)
•  Step 3: Selection of content (What information or data will be taught
and where will it come from?)
•  Step 4: Organization of content (How will the information be organized?
Will it be in a textbook, using the internet, etc.?)
•  Step 5: Selection of learning experiences (What learning experiences
{role play, cooperative or team learning, lecture, etc.} will the instructor
incorporate into the subject taught?)
•  Step 6: Organization of learning experiences (How will these learning
experiences be organized?)
•  Step 7: Determination of what to evaluate and of the ways and means
of doing it. (How will learning be accessed?)
 ORIENTATIONS TO CURRICULUM
•  child-centered.  society-centered.  knowledge-
centered.
• Curriculum Development
• Process of curriculum development
•  In a broad sense, the curriculum development process
includes the design, development, implementation and
evaluation of curricula.
• Phases In Curriculum
• Development phase . Planning, developing .
• Implement phase Management , implementation.
• Evaluate phase. Assessment of teaching learning process.
 Types of Curriculum

• here are many types of curriculum design, but

here we will discuss only the few. Types or
patterns are being followed in educational
institutions.  Subject Base curriculum  Teacher
Centered curriculum  Learner centered
curriculum  Activity/Experience curriculum 
Integrated curriculum  Core curriculum  Board
field curriculum  Hidden curriculum
• Subject based curriculum  Subject matter is the
most used and accepted curriculum Design, it is
also the oldest curriculum Design.
 Step in curriculum construction
• PLANNING
•  Planning to determine the need and purposes, identification and analysis of existing situation has
to be done.
•  Formulate the philosophy of educational programme. Constitute a committee for curriculum
preparation. The four C‟s of curriculum planning.
•  Cooperative: programmed prepared jointly by a group of persons will be less liable to error then
one prepared by a single person.
•  Continuous: The preparation of a programme is not a one –shot operation, provision should be
made for its continuous revision.
•  Comprehensive: all the programme components must be defined with the requisite precision.
•  Concrete: general & abstract consideration are not a sufficient basis fr drawing up a constitute
the essential structure of a relevant programme.
•  Decide the philosophy and policy of the organization ,e.g. student recruitment, type of
educational programme, methods of teaching, group involved, duration of the period, staffing
requirement ,e.g. teaching, supervised clinical practice, teaching- learning activities, selection of
learning experience- theory and practice.
• Developmental phase Organization and sequencing of :  Theory .  Practicals.  Supervised clinical
practice .  Individual student rotation plan.  Preparation of teaching-learning materials, av aids.
•  Curriculum committee, reviews the progress identifies constraints, assess needs for modification
and formation of the other standing committees for management of the curriculum.
 CURRICULUM DESIGN
•  Analysis of social needs
•  Translating the needs into course/general/learning/terminal objectives  Splitting the objectives
into specific objectives
•  Grouping the specific objectives into subjects
•  Deriving the subjects from the above classification  Specifying objectives  Unitising each
subject matter  Specification of required time  Syllabus formulation
• IMPLEMENTATION OF THE CURRICULUM
•  Instructional scheme of each subject to be completed in the semester.  Planning the lessons as
per the timetable  Using the transactional strategies  Using the appropriate media  Providing
the learning resources  Promoting classroom learning experiences  Progressive testing
• CURRICULUM EVALUATION  Intra-curricular evaluation  Teacher evaluation of students 
Student evaluation of teachers  Materials evaluation  Verification of methods  Evaluation of
tests and examinations  Checking the learning outcomes while on the field  Curriculum review/
improvement/ change/ modification  System revision
•  Flow chart showing relationship of survey of factors and phases. Assess effectiveness of teaching-
learning process. Develop prototype &put into effect. Learning experiences . Evaluate programme .
Instructional methods & media . Development of objectives, Leaner Teacher & subject matter.
Environment. Resource. Evaluate phase Implement phase Decide on instructional methods and
media plan and organize learning experience. Development phase investigate/ survey factors
related to
 CURRICULUM EVALUATION

•  Evaluation describes how to assess the nature, impact and value of an activity through the systematic collection,
analysis and interpretation of information with a view to making an informed decision. Evaluation involves 3
activities:  Outlining clear purposes  Gathering evidences  Judgment  Evaluation is part of development
rather than apart from it.
•  It is a process of assessment ; certain specific characteristics of the programme, individual or an institution
described, these will serve as the basis for making an assessment about the individual programme or the
institution.  It is a continuous process, helps in making decisions about student, teaching-learning techniques,
facilities, objectives to be realised.  It helps in to clarify objectives and also to know the extent of objectives
achieved. It leads to improvement of instruction and the teaching learning process motivates the student,
determine the students level of knowledge ,skills .
• Two-fold points of view of evaluation of curriculum
• 1. Curriculum evaluation is concerned with the measurement of the achievement of objectives.
• 2. Curriculum evaluation is the collection and use of information to make decisions about the educational
programme.
• METHODS AND TECHNIQUES OF CURRICULUM EVALUATION  Discussions.  Experiments.  Interview –
individual, group.  Opinions.  Observation.  Questionnaire.  Schedules.  Practical performance.  Anecdotal
records.
• Need for curriculum revision  To restructure the curriculum according to the needs of learners society.  To
eliminate unnecessary units. Teaching methods and contents.  To introduce latest and update methods of
teaching and content ,new knowledge and practices.  To add or delete number of clinical hours of instruction.
• Nine Competencies of medical curriculum  I. Effective Communication  II. Basic Clinical skills  III. Using Science
to Guide Diagnosis, Management, Therapeutics, and Prevention  IV. Lifelong Learning  V. Self-Awareness, Self-
Care ,and Personal Growth  VI. The Social and Community Contexts of Health Care  VII. Moral Reasoning and
Ethical Judgment  VIII. Problem-Solving  IX. Professionalism and Role Recognition LEVELS
• Teacher centered curriculum
• In teacher centered curriculum design, the teacher is the center of interest. This types of curriculum emphases the involvement of the teacher in the
curriculum development. Teacher plays an important role in the development of the student. He participates in a number of activities at a classroom
level. For instance, they select teaching materials, teaching strategies, use of audio-visual aids and so on So, teacher should take interest in any
combination of curriculum development decision making role at the school level. Following are the roles of teacher in curriculum development 
Implementers of developed curriculum  Adapters  Developers  Researches
• 1. Implementers As an “Implementer” or “receiver”, the teacher role is to apply the developed curriculum else where. In this role the teacher has
the minimum of responsibility and involvement in the curriculum development phase of the curriculum process, though he has a significant role in
the application phase of this process.
• 2. Adapters As an adopters, the role of the teacher is just the same as an implementer, this is some what conceptual term which indicates that the
teacher become ready to accept the curriculum in order to implement it.
• 3. Developers As a developer, the teacher role is to take part in the curriculum development process. In Pakistan, some respective teachers are being
invited to attend various meetings held by the higher authorities in order to make contributions in curriculum development or curriculum evaluation
process.
• 4. Researchers Curriculum is a dynamic process, keeping in view the characteristics, there is a need to conduct research in order to bring about
desirable changes in the curriculum. Teachers in the most of the countries are taking part in various types of researchers in curriculum development
process.
• Learned Based Curriculum
• The supporters of learner-centered Curriculum give importance to individual development and they wants to organize the curriculum according to
the needs and interest of learners, there are fundamental differences in this approach and the subject-centered design.  This movement from the
traditional curriculum towards a Programme that stresses the interests and needs of students, This approach was used by Rousseau in the education
of Emile, then Dewy in his laboratory School in 1896-1904. it is believed that all of these twentieth-century efforts reflect, the influence of Dewey. 
it is a fundamental principle of education that the beginning of each instruction it shall be connected with the previous experience of learners. The
purpose is that the experience and the capacities that have been developed in early lessons, it should provide a starting point for further learning.
The current importance given to student-centered programmes may not always acknowledge the Dewey’s philosophy and influence on the
movement to incorporate more student-serving learning opportunities into the curriculum.
• The association for the Advancement of Progressive Education formed in 1919, had its aim “The development of the individual, based upon the
scientific study of his mental, physical, spiritual, and social characteristics and needs”. The views of this association, later called the Progressive
Education Association (PEA), were compatible with the ideas of Dewey’s as indicated by their principles: 1. Freedom to develop naturally. 2. Interest
is the motive of all work. 3. The teacher is a guide, not a task-master. 4. Scientific study of pupil development. 5. Greater attention to all that affects
the child’s physical development. 6. Co-operation between school and home to meet the needs of child- life. 7. The progressive school a leader in
educational movement.
• Activity Based Curriculum The Activity Based Curriculum is also called project curriculum or an
experience curriculum but the name activity is a fundamental conception. Activity Curriculum has a
long history. The title “Activity Curriculum”, however, did not come into general use before 1920,
although Dewey used the expression “Activity Programme” as early as 1897 in a talk to the parents
and teachers at his laboratory school in Chicago (U.S.A). Activity is the natural urge of the child. He
wants to do things by himself. When curricular material is translated in terms of activity, it is known
as activity curriculum. Learning of the prescribed material takes place through activities. Activity is
used as a media or means for imparting knowledge and skills.  Activity is the greatest motivation
for child. he enjoys a freedom of expressing his potentialities during activities.
• These activities should not merely be considered as physical activity but also intellectual activity.
The educator (teacher) should engage pupils in activities in such a way that while manual skills are
gained there should be mental satisfaction found in the work. The students should not be passive
listener they should be active participants in the process of learning. True learning is experiencing,
while activity is the process then experience becomes the product of activity. Activity results in
experience, in fact activity and experience cannot be separated from each other. A purposeful
activity must end in gainful experience. The school must, therefore, plan its activities in such a way
that students gain mastery on various experiences. Such type of projects should be completed
under a problematic situation in a natural setting.
• INTEGRATED CURRICULUM
• What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To
real life? Are the connections skill-based or knowledge-based?  Correlation may be as slight as casual attention to related materials in other subject
areas . . . a bit more intense when teachers plan it to make the materials of one subject interpret the problems or topics of another  Integration: the
unification of all subjects and experiences
• Core Curriculum The Core Curriculum is the set of common courses required of all undergraduates and considered the necessary general education
for students, irrespective of their choice in major.
• Board Field Curriculum The Broad Fields Curriculum Design. The broad fields design combines two or more related subjects into a single broad field
of study, for example, Language Arts combines the separate but related subjects of Reading, Spelling, Writing, Speaking, Listening, and Composition
• Hidden Curriculum The Hidden Curriculum/ Convert Curriculum  Longstreet and Shane (1993) offer a commonly accepted definition for this term –
the “hidden curriculum,” which refers to the kinds of learnings children derive from the very nature and organizational design of the public school, as
well as from the behaviors and attitudes of teachers and administrator”  Examples of the hidden curriculum might include the messages and lessons
derived from the mere organization of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of formal
instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages
• where concentration equates to student behaviors were they are sitting up straight and are continually quiet; getting in and standing in line silently
students quietly raising their hands to be called on; the endless competition for grades, and so on. The hidden curriculum may include both positive
or negative messages, depending on the models provided and the perspectives of the learner or the observer. In what I term floating quotes,
popularized quotes that have no direct, cited sources, David P. Gardner is reported to have said: We learn simply by the exposure of living. Much that
passes for education is not education at all but ritual. The fact is that we are being educated when we know it least.
• Other Types of Curriculum  The Null Curriculum  The Phantom Curriculum  The Rhetorical Curriculum  Curriculum in Use  Received Curriculum
 THE Internal Curriculum  The Electronic Curriculum  The Concomitant Curriculum  Overt Explicit or Written Curriculum  Societal Curriculum
•
 Elements of Curriculum Design
• Aims, Goals, and Objectives
• Subject Matter
• Learning Experiences
• Evaluation Approaches