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Curriculum

Prepared by : Abdul Qadoos


M.Phil.. Education
Institute of Education and Research,
University of The Punjab
Introduction and Definitions
of Curriculum
1.1 EDUCATION
Education refers to the entire social process by which
an individual acquire the ways beliefs and standards of
the society.
The Educational Curriculum
A sequence of potential experiences set up in the
school for the purpose of disciplined children and
youth in the group ways of thinking is called
curriculum. Curriculum has been defined as all the
experiences a learner has under the guidance of the
school.
Key Principles of Education

Teaching
Learning
Curriculum
Instruction
Definitions of curriculum have
included the following:

1.The cumulative tradition of organized knowledge;


2. Modes of thought;
3. Race experience;
4. Guided experience;
5. A planned learning environment;
6. Cognitive/affective content and process;
7. An instructional plan;
8. Instructional ends or outcomes and
9. A technological system of production
Curriculum Defined
Tanner (1980) defined curriculum as the
planned and guided learning experiences
and intended outcomes, formulated
through the systematic reconstruction of
knowledge and experiences under the
auspices of the school, for the learners
continuous and wilful growth in personal
social competence (p.13).
Curriculum Defined
Continued
Schubert (1987) defines curriculum as the
contents of a subject, concepts and tasks
to be acquired, planned activities, the
desired learning outcomes and
experiences, product of culture and an
agenda to reform society.
Curriculum Defined
Continued
Pratt (1980) defines curriculum as a
written document that systematically
describes goals planned, objectives,
content, learning activities, evaluation
procedures and so forth.
Curriculum Defined
Continued
Goodlad and Su (1992) define curriculum
as a plan that consists of learning
opportunities for a specific time frame and
place, a tool that aims to bring about
behaviour changes in students as a result
of planned activities and includes all
learning experiences received by students
with the guidance of the school.
Curriculum Defined
Continued
Cronbleth (1992) defines curriculum as
answering three questions: what
knowledge, skills and values are most
worthwhile? Why are they most
worthwhile? How should the young
acquire them?
Curriculum Defined
Continued
Grundy (1987) defines curriculum as a
programme of activities (by teachers and
pupils) designed so that pupils will attain
so far as possible certain educational and
other schooling ends or objectives.
Curriculum Defined
Continued
Hass (1987) provides a broader definition,
stating that a curriculum includes all of
the experiences that individual learners
have in a program of education whose
purpose is to achieve broad goals and
related specific objectives, which is
planned in terms of a framework of theory
and research or past and present
professional practice (p.5).
Curriculum Defined
Continued
Here are multiple definitions of curriculum, from Oliva
(1997). Curriculum is:
That which is taught in schools
A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study

Curriculum Defined
Continued
Is everything that goes on within the
school, including extra-class activities,
guidance, and interpersonal relationships.
Everything that is planned by school
personnel.
A series of experiences undergone by
learners in a school.
That which an individual learner
experiences as a result of schooling. p 4
Parts of Curriculum
Subject:- is interpreted to mean an
organized field of knowledge.
Course:- is interpreted to mean that
body of organized contents and
experiences which is offered to a given
period of time.
Syllabus:- is the outline of the content to
be studied by a student at a specific level
of Education.
Selected Curriculum
Related Terminology

Program /Discipline
The program or discipline is the
degree program i.e. MBE, M.A.
Economics, LLB. etc.
Scheme of Studies

Courses of Study including


various subjects.
Subject/Course
Subject within a discipline/programme.
The subjects may be credit or non-credit.
Credit courses are those counted
towards the award of the degree
whereas non credit courses are not.
Non-credit courses can be audited or
graded.
Subject/ Course Outline

A course outline gives the basic


components required to be taught. It
states the expectations which serve as
the basis of student grading and,
fundamental required components of the
course which a student is guaranted to
receive from the institution/instructor.
Content

Knowledge, and skills to be


included in a subject.
Regulations

Regulations relate to the courses of


reading, syllabi course outlines,
admission criteria and the number
of students to be admitted to the
programme.
Statutes

Statutes relate to the duration of the


programme, entry requirements/
prerequisite, the number and list of
courses and the examination
system.
Learning outcomes

The anticipated/desired knowledge,


skills and attitudes developed by the
learner by the completion of the
course/subject/programme.
Elements of Curriculum
Background or Rationale
The rationale should state a general conceptual
background about how the change or innovation
came about. It may include some history of the
programme proposal, its importance and specific
present and anticipated needs of the
community/country. The rationale will help in
developing the mission and goal statement i.e. the
rationale for revising the curriculum of business and
commerce education might be the rapidly growing
Information Technology which has necessitated the
replacement of the previously core courses on
shorthand and typing, by courses related to
Information Technology and computer use.
Mission/Goal of the Programme
The philosophy or mission statements are
beliefs, assumptions and values related to the
program. The mission statement of the
programme should be in harmony and within the
context of the university mission. It should
clearly state its long term anticipated outcomes
in the field of knowledge and profession. It is
stated in general broad terms, i.e. the goal of the
Department of Secondary Education is to
prepare quality teachers for secondary and
higher secondary schools who can use
innovative teaching learning strategies for
enhanced student learning.
Entry Requirements/Pre-Requisites
The students graduating from Higher Secondary
Schools (HSS) and colleges qualify to enter university
education. The university must clearly define the
required entry qualification for each of its programmes
specifying the knowledge, skills and abilities the
students are expected to have. These requirements
should be decided in consultation with and accepted by
those providing the earlier cycle of education i.e.
colleges and higher secondary education institutions.
The entry requirements are then translated into the
degree/certificate required along with specific subjects. It
may also include the minimum mastery level
demonstrated in the form of marks/grades secured in the
examination/subject. The university may also require
some qualifying or graded entry test and/or interview.
Goals, Aims and Objectives/Graduate Qualifications

The curriculum should provide a list of the aims, goals


and objectives. Aims are general statements of
educational intent, which give the program or course
a destination, while objectives and learning outcomes
are more specific. The goals or graduate
qualifications should be described as a set of abilities
required to exercise the profession rather than just
listing the knowledge acquired in the education
process. The objectives are stated more specifically
for each subject included in a programme. They
provide guidelines for teaching learning and for
subject evaluation. Each of the goals, aims, and
objectives can be classified into knowledge, skills and
attitudes.
Structure and Sequence of Courses
(Scheme of Studies)
The structure provides the list of courses in
accordance with the stated mission and goals.
The structure also includes the organization of
courses at a time and the sequence in which
the students are required to take the course. A
flow chart or diagram can be plotted to show
the horizontal and vertical/hierarchical
relationship among courses and programmes.
Chart

COURSES REQUIRED FOR A DEGREE

Core
Deficiency/ Courses Specialization General Auxiliaries
Pre- Courses Elective
requisite

Spec. 1 Credit

Spec. 2

1 2 Non-Credit
Spec. 3 3

Graded Audit
It may also show course categories i.e.
prerequisite, core, specialization elective.
For each course the course number,
course name and credit hours value
should be indicated. The scheme
of studies also states the total of
minimum credit hours required for a
degree, the major requirements,
specializations, open electives and any
other requirements.
Course Content/Subject Matter

The content shows a complete listing of the


topics and sub-topics to be taught in a
course. The content may include the
perspective from which a topic is taught i.e.
Conventions on Women Rights: Impact of
Conventions on Women Rights or the Status
of Pakistan Women.
Curriculum Implementation
Strategies in the Classroom

Implementation of the curriculum takes


place in the classroom through an array of
activities including instructional activities,
assignments, readings and assessment and
evaluation.
Instructional Strategies
The instructional strategies should be
specifically related to the core objectives of the
course. They should provide real guidance to
instructors in designing the class sessions i.e.
rather than stating lecture. The description
might be lecture with in-class practice including
feedback and education by the instructor. The
instructional strategies will change according to
the nature of content but the trend is more the
emphasize process skills for which strategies
like teamwork, presentations, peer group
teaching. Computer Assisted Learning etc.
should be adopted.
Assignments

The assignments should be directly


related to the objectives of the course.
They should provide real guidance to the
faculty, state clear expectations from
students, and description of the type or
examples of assignments required.
Evaluation and Examinations

The types and examples of evaluation and


examinations should be listed.
Statements should clearly show the basis
for grading to help in directing students
towards goal oriented learning and
transparent assessment.
Textbooks
A full reference of the
textbook/s, further readings
and relevant software should
be given.

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