Punjab Group of colleges

Semester#
05
Class
B.Ed (hons) 2019
Instructor
Prof. Sidra aslam
Assignment
#2
Group # 1
Members:
1. Usama bhatti
2. Koukab yasmeen
3. Mishal mushtaq
4. Tehreem Manzar
5. Namra latif
6. Saira nazar
 Topic: Introduction to curriculum
What is curriculum.?
In the simplest terms, 'curriculum' is a description of what, why, how and how well students should learn in a systematic and
intentional way. The curriculum is not an end in itself but rather a means to fostering quality learning.
Curriculum is the ground which the pupils and the teacher cover to reach the goal of education.
In modern terms it is a process intended to help pupil to live in present world and to build the future world in which his generation
would live.
Harden has elaborated the concept “ a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes,
educational experiences, assessment, the educational environment and the individiual students, learning style, personal timetable and
the program of work.
Types Of Curriculum:
1 Implicit (or Hidden)
Longstreet and Shane (1993) offer a commonly accepted definition for this term.
“The hidden curriculum, which refers to the kinds of learning’s children derive from the very nature and organizational design of
the public school, as well as from the behaviours’ and attitudes of teachers and administrators.”
2. Societal curriculum
As defined by Cortes (1981). Cortes defines this curriculum as: ...[the] massive, ongoing, informal curriculum of family, peer groups,
neighborhoods, churches organizations, occupations, mas, media and other socializing forces that "educate" all of us throughout our
lives. This type of curricula can now be expanded to include the powerful effects of social media.
4. WRITTEN CURRICULUM
The written curriculum refers to a lesson plan or syllabus written by teachers. Another example is the one written by curriculum
experts with the help of subject teachers. This kind of written curriculum needs to be pilot tested or tried out in sample schools to
determine its effectiveness.
5. TAUGHT CURRICULUM
This is about the implementation of the written curriculum. Whatever is being taught or an activity being done in the classroom is a
taught curriculum. So, when teachers give a lecture, initiate group work, or ask students to do a laboratory experiment with the their
guidance, the taught curriculum is demonstrated. This curriculum contains different teaching and learning styles to address the
students’ needs and interests.

Elements of Curriculum Development

There are five key elements of curriculum development , according to Tyler “it is essential as a part of comprehensive theory of
organization to show just what are the elements will serve satisfactory as organizing elements.” According to Herrick and Tyler,
following are the components and elements of curriculum development
1. Situational analysis
2. Formulation of objectives
3. Selection of content, scope and sequence
4. Activities, strategies and method of teaching
5. Evaluation
Situational Analysis
Situational analysis means the analysis of different conditions such as emotional, political, cultural, religious and geographical
condition of a country. This will help the curriculum planners in the selection of objectives, selection of organization of learning
materials and in suggesting appropriate evaluation procedure.
Formulation of Objectives
There are four main factors for formulating the objectives of education. These are
1. The society
2. The knowledge
3. The learner
4. The learning process
All of these factors are to be considered while selecting and formulating the educational objectives.
Selection of Content
One of the important elements is the selection of content for a subject. At the time of subject matter selection, the following factors are
to be kept in mind:
1. Available sources and resource
2. Demand of the society
3. International needs
4. Level and age of the learner or student
5. Methods of content organization
6. Number of courses offered
7. Quantity and qualification of teaching staff
8. Scope of subject matter
9. System of examination
10. Type of society and culture
Strategies and Method of Teaching
These are strategies and methods of teaching adopted by the teachers during instruction and learning experiences. This will certainly
not fair to ask a teacher for achieving certain objectives without giving any guidelines. In most of the countries curriculum
development is a centralized process. Teachers are not directly involved in this phase. Most of the teachers do not know the process of
achieving desired goals. After determining the goals and objectives the next problem is the selection of strategies and methods of
teachers. What we should give to our students. Should a curriculum be fixed or flexible, constant, common or differentiated?
Evaluation
Evaluation is one of the dynamic process, which needs a continuous research and evaluation for its betterment in order to cope with the
variable demands of the society and bring about desirable changes. Curriculum evaluation is not a student evaluation. It is a broader
term being used to make judgment about the worth and effectiveness of it. With the help of evaluation phase experts can modify the
curriculum by bringing about desirable changes.

Needs assessment for curriculum:

Evaluation of curriculum presents the final stage inside cyclic process of improvement and development of curriculum. Without
evaluation procedure it would be hard to imagine monitoring of institution progress toward desired needs.

This process is necessary to provide the evidences that institution made a step in the right direction, as well as useful information to
stakeholders. It helps in the process of identification of problems inside curriculum and institution, solving of problems and
redesigning of certain aspects of curriculum.

Evaluation can be performed as short-term and long-term evaluation. Short-term evaluation has a role of "friendly" criticism, while the
long term evaluation is a crucial one, with much deeper impact.

SCHOOL CURRICULUM EVALUATION

 This refers to the efforts a school may make to determine the extent to which it achieves the objectives of the syllabuses it
teaches.
 The evaluation may involve all subjects or may be directed at certain subject areas only as the need may arise.
 It focuses on whether the national and school curriculum objectives are being translated into learning experiences during the
teacher-student classroom interaction.

Evaluation

According to Gatawa: the term curriculum evaluation has three major meanings;

1. The process of describing and judging an educational program or subject.

2. The process of comparing a student's performance with behaviorally stated objectives.

3. The process of defining, obtaining and using relevant information for decision-making purposes.
EVALUATING CURRICULUM
The school is the place in which the curriculum objectives of a nation or a community are processed. All that takes place in a school
has some impact on the society in which students live and will work. It is therefore necessary to investigate whether the resources
allocated by the Government for educational purposes are being used to achieve the intended outcomes.

In addition to Governments, other stakeholders who invest considerably in education at the school level also need to know whether
children actually learn during their stay at the school. The only way to objectively discover what occurs at a school is to evaluate its
objectives, content, processes and output.

In other words, the school is evaluated in order to determine how it is succeeding at educating students. In order to determine how a
school performs in its endeavors, it is necessary to compare it with schools of its own status in terms of human and material resource
allocation.
Criteria for Evaluating School Curriculum

The following should be used as the basis for establishing the criteria for evaluating school curriculum.
 Objectives.
 Content as outlined in the syllabuses.
 Materials
Process or methodology used by teachers and administrators.
The following questions must be raised when evaluating objectives.
Are they worthwhile?
 How do specified objectives compare with possible objectives?
 Can they be achieved?
 Can they be accepted by teachers?
 What are the expected outcomes?

With regards to content, evaluation should focus on:

 Its suitability, and
 Its correlation with the specified objectives.

Materials are evaluated in order to determine whether they are:

 Simple to use,
 Easy to produce, and
 Cost-effective.

How Curriculum Differs from

Syllabus:
A syllabus is a typically a list of content areas which are to be assessed. it is extended to include a number of objectives and learning
activities. It is clearly intended to be a subsection of curriculum.
Instruction:
When we talk about instruction, it's not as complex as teaching. Instruction is simply giving direction. You instruct someone on what
to do and how to do it. For instance, in school you're given instructions by your teachers on how to answer a test or how to perform an
experiment. After which, you're simply left to do your work on your own.
Educational Program:
An educational program is a program written by the organization of education which determines the learning progress of each subject
in all the stages of formal education.
Teaching:
Teaching is more complex in nature. When we talk about teaching, we are dealing with different techniques, strategies, and approaches
that will facilitate learning. Teachers have to come up with varied instructional materials and must use the right strategies in teaching
their
lessons.Teaching is also a never ending process. By the time individuals start going to school to the time they graduate and start
working, they're involved in the teaching-learning process.
Course of Study:
It has 2 senses:
an integrated course of academic studies
Education imparted in a series of lessons or meetings
“Organized subject matter in which instruction is offered with a given period of time.”
Foundations of curriculum:
Philosophical
The structure of knowledge; whether it can be differentiated into different "Forms" or "Realms". the idea that each form of knowledge
can be identified according to key concepts, distinctive processes of enquiry, certain structures and particular criteria for judging the
'truth' or 'objectivity' of the knowledge whether knowledge can be divided into know and know-how. how different sorts of knowledge
are related, or integrated which sort of knowledge might be judged as most importantt and on what grounds the view of 'education
which is implied in various arguments about knowledge.
Sociological:
the role of school in society. The changing nature of society
to what extent knowledge is stratified and distributed according to the social structure of society.
which knowledge is counted as school knowledge
to what extent the school curriculum reproduces the existing social system
to what extent the school curriculum challenges the existing social system
Psychological:
what is range of models of the teaching-learning process exist?
according to these different views to what extent the teacher designs learning activities
To what extent learning activities encourage pupil autonomy
The degree of congruence between stages of cognitive development and learning activities
to what extent learning activities encourage the development of interpersonal skills
The role of models of the teaching-learning process in determining sequence in the structure of the curriculum