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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