Assignment prepared by Labeeda Farid for the subject Introduction to Education.

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Assignment of Introduction to Education
Submitted To:
Madam Razia Asim
Submitted By:
Labeeda Farid
Topic:
Curriculum
Class:
M.A Education
Semester:
1st
UNIVERSITY OF SARGODHA

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Contents
Sr. No. Topics PageNo.
1 Definition of Curriculum 4
2 Difference between Curriculum andSyllabus 5
3 ComponentsofCurriculum 7
4 CurriculumDevelopmentModel 7
5 Aims and Objectivesof Curriculum 8
6 Guidelines for preparingSecondary SchoolCurriculum 9
7 Contents 10
8 ContentSelection 11
9 Characteristics of Good Textbook 12
10 Teaching Methodology 14
11 Modelsof Teaching 15
12 Methodsof Teaching 19
13 Evaluation 24
14 Typesof Curriculum 26
15 Characteristics of goodCurriculum 27
16 Bibliography 28

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CURRICULUM
The word curriculum is derived from Latin word “currere” which means “to run” so the
curriculum means a course to be run for reaching a certain goal.
According to J.F Kerr curriculum is:
“All the learning which is planned and guided by the school, whether it is carried on in groups or
individually, inside or outside the school.”
Curriculum is broadly defined as the totality of student experiences that occur in the educational
process. What actually takes place both inside and outside the educational institution is
curriculum. Curriculum is intentionally designed to meet district, state and national goals and
standards.
Curriculum is anything and everything that teaches a lesson, planned or otherwise. Humans are
born learners, thus the learned curriculum actually encompasses a curriculum of hidden, written,
political and societal curricula. Since students learn all the time through exposure and modeled
behaviors, this means that they learn important social and emotional lessons from everyone who
inhibits a school, from the janitorial staff, the secretary, the cafeteria workers, their peers, as
well as from the department, conduct and attitude expressed and modeled by their teachers.

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Difference between Curriculum and Syllabus
Syllabus is focused towards a particular subject. Unlike curriculum, which is related to the all-
round development of a student.
Definitionof Syllabus:
The syllabus is defined as the documents that consist of topics or portion covered in a particular
subject. It is determined by the examination board and created by the professors. The professors
are responsible for the quality of the course. It is made available to the students by the teachers,
either in hard copy or electronic form to bring their attention towards the subject and take their
study seriously.
A syllabus is considered as a guide to the in charge as well as to the students. It helps the
students to know about the subject in detail, why it is a part of their course of study, what are
the expectations from students, consequences of failure, etc. It contains general rules, policies,
instructions, topics covered, assignments, projects, test dates, and so on.
Definitionof Curriculum:
The curriculum is defined as the guideline of the chapters and academic content covered by an
educational system while undergoing a particular course or program.
In a theoretical sense, curriculum refers to what is offered by the school or college. However,
practically it has a wider scope which covers the knowledge, attitude, behavior, manner,
performance and skills that are imparted or inculcated in a student. It contains the teaching
methods, lessons, assignments, physical and mental exercises, activities, projects, study material,
tutorials, presentations, assessments, test series, learning objectives, and so on.
The curriculum is well planned, guided and designed by the government or the educational
institution. It is aimed at both physical and mental development of a student. It is the overall
learning experience that a student goes through during the particular course of study.
Curriculum and Syllabus are the terms of education, imparted to the students by teachers. A
subject syllabus is a unit of the curriculum. The two terms differ in a sense that curriculum is a

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combination of some factors which helps in the planning of an educational program, whereas a
syllabus covers the portion of what topics should be taught in a particular subject.
Comparison Chart:
Basis For Comparison Syllabus Curriculum
Meaning Syllabus is the document that
contains all the portion of the
conceptscovered in a subject.
Curriculum is the overall content,
taughtin an educational systemor a
course.
Origin Syllabusis a Greek term. Curriculumis a Latin term.
Set for A subject A course
Scope Narrow Wide
Set outby Exam board Governmentortheadministrationof
school, college or institute.
Term For a fixed term, normally a year. Till the course lasts.
Uniformity Varies from teacher to teacher. Same for all teachers.

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Components of Curriculum
There are four components of curriculum which are as follows:
1. Aims and Objectives
2. Contents
3. Teaching Methodology
4. Evaluation
Their interrelationship is as follows:
AIMS Evaluation
Contents Methodology
Curriculum Development Model
These four components of the curriculum are essential. These are interrelated to each other.
Each of these has a connection to one another.
Aims, goals, and objectives can be simplified as “what is to be done”, the content can be
simplified as to what subject matter is to be included, the teaching methodology as to what
instructional strategies, resources and activities will be employed, while curriculum evaluation is
“what methods and instruments will be used to assess the results of the curriculum.”

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The curriculum aims, goals and objectives spell out what is to be done. It tries to capture what
goals are to be achieved, the vision, the philosophy, the mission statement and objectives.
Further, it clearly defines the purpose.
In the same manner, curriculum has a content. It contains information to be learned in school. It
is an element or a medium through which the objectives are accomplished. A main concern of
formal education is primarily to transmit organized knowledge to a new generation of young
learners. In organizing the learning contents, balance, articulation, sequence, integration, and
continuity form a sound content.
For the third component, the teaching methodology, 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 an outcome. These would convert the written
curriculum to instruction.
For the fourth component, the curriculum evaluation is an element of an effective curriculum. It
identifies the quality, effectiveness of the program, process and product of the curriculum.
Evaluation is also important so one could assess whether the objectives and aims have been met
or not, he could employ another strategy which will really work out.
In summary, the components of a curriculum are different but interrelated to each other. These
four components should be always present in a curriculum. These are essential ingredients to
have an effective curriculum. Curriculum methodology could not be effective if the content is not
clearly defined.
1. Aims and Objectives of Curriculum Development
It is the first stage of curriculum development. It must be specified why the followers of the
curriculum should follow it. The aim and objective of curriculum is to provide all round
development of a child.
It helps to develop
 Moral character

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 Discipline
 Honesty
 Cooperation
 Tolerance
 Brotherhood
It develops mental abilities such as
 Thinking
 Wisdom
 Reasoning
 Judgment
Curriculum intends to change behaviors such as
 Attitudes
 Interests
 Values
 Creative ability.
It develops right type of beliefs towards
 Religion
 Traditions
Guidelines for preparing Secondary School Curriculum in Pakistan
1. Prepare the students for the world of work, as well as pursuit of professional and
specialized education.
2. To develop the personality of students as educated citizens of an Islamic State and peace
loving citizens of the world.
3. To ensure that all boys and girls, who want to enter secondary education are not deprived
of their basic right because of non-availability of school.

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4. To design a system of recruitment, training and selection of teachers in a way that well-
qualified and trained teachers are available for all subjects offered at secondary level.
5. To prepare and make available such teaching-learning material which makes learning
rewarding and attractive.
6. To introduce a system of evaluation that emphasizes learning of concepts and discourages
rote memorization.
7. To remove ambiguities and contradictions in the operations of 3-tier system of education
and design rules and regulations that ensure smooth functioning of the system.
8. To adopt a balanced approach towards integration of technical education and evolve a
system which is cost-effective and practicable.
2.Contents
This is the second component of curriculum. What activities the learners are to do and what
skills, knowledge, values are to be transmitted to them. Content is offered to achieve the aims
and objectives of curriculum.
Content is defined as information to be learned in school, another term for knowledge. Content
must take into account environment in which the course will be used, the needs of the learners
and principles of learning and teaching.
Content comes in any form like
 Audio
 Text
 Video

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Keeping in view the aims and objectives, a course outline is developed which is called Syllabus.
Following the course outline textbook is developed by the authors. Contents are determined
keeping in view the requirement of the discipline, society and student. Various procedures are
used in the selection of content.
Content Selection
Some of the procedures being followed for content selection are as follows:
1. Judgmental Procedure:
This procedure of selection is based on judgment of curriculum designer. This is a subjective
procedure as it depends on the knowledge and interests of curriculum designer. The curriculum
designer’s judgment hardly leads to the best selection of subject matter.
This procedure is affected by
 Prejudice
 Biasness
2. Experimental Procedure:
The content is selected on the basis of experimentation with reference to certain criteria.
This method is
 Objective
 Reliable
3. Analytical Procedure:
It is the most widely used methods of content selection. There are three forms of analytical
procedure.
 First is activity analysis in which the purpose is to discover general kinds of activities
engaged in by people of a given national group or region.
 Second is job analysis to determine what should be taught in the professional
preparation of teachers.
 Third is the analysis to determine generally useful knowledge and skills.

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Techniques of this process involves interviewing, analysis of job or activity of the worker,
questionnaire, observing the performance of people.
4. Consensual Procedure:
The consensual procedure is the way of collecting people’s views about what they believe the
curriculum should be. The content is selected with reference to certain criteria by a group i.e.
subject experts, curriculum experts, teachers etc.
This procedure is
 Dependable
 Reliable
The elements of the content are arranged in logical order i.e. simple to complex, known to
unknown.
Characteristics of Good Textbooks
1. Aimsand Objectives:
A textbook of quality aims to achieve set goals such as:
 Meets the needs of children at their level.
 Meets the needs of curriculum.
 Meets the needs and expectation of parents and teachers.
 Corresponds with national goals and aspiration of society also with educational goals.

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2. Contents:
The content of good textbook has following features:
 Interesting
 Motivates students
 Comprehensive, authentic, appropriate and suitable to wide range of students of abilities
and backgrounds.
 Relevant with the experiences of students and everyday life.
 Matches development stages of the learner.
 Simple and understandable language and explanations.
 Organization of content simple to difficult, known to unknown.
 Compatible with the values of the society.
3. TechnicalQuality:
 Attractive cover
 Photographs, diagrams, graphs and illustrations should supplement the text.
 Colored photographs and illustrations.
 Good quality of paper.
 Appropriate sized words.
 Good and long lasting binding.
 Affordable price.
 Appropriate size of textbook.
4. Teaching Methods:
 Suitable for the use of teacher.
 Relates with training of teacher.
 Facilitates various teaching methods.
5. Evaluation:
 Results in observable learning outcomes.
 Gives students a sense of achievement.

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3. TEACHING METHODOLOGY
It answers the question about how the selected content is to be delivered to the students to
achieve objectives of the curriculum. A teaching method comprises the principles
and methods used for instruction to be implemented by teachers to achieve the desired learning
or memorization by students. These strategies are determined partly on subject matter to be
taught and partly by the nature of the learner.

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Models Of Teaching
The aim of teaching model is to produce effective teaching. Following are the four general
models of instruction that are considered important in curriculum:
1. Information-Processing Model:
This model focuses on increasing students ability to think, seek, organize, interpret and apply
information. This model is based on:
 Concept formation
 Inquiry learning
2. BehavioralModel:
This model makes use of the ideas about manipulating the environment to modify behavior of
students. This model is based on
 Mastery Learning
 Direct Instruction

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3. Personal Model:
This model encourages self-exploration and development of personal awareness through non-
directive teaching methods.

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4. SocialModel:
It focuses on learning from each other e.g. group teaching. It relies on students social and
personal values. Use group inquiry and problem-solving strategies.

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Methods Of Teaching
1. Teacher-Centered Methods:
Lecturing is the most frequently used teaching technique in higher education. Over the
years it has developed a bit of a bad reputation because it encourages students to be
passive learners who neither contribute to the class through discussion nor engage in
critical thinking or problem solving. Many teachers would disagree with this criticism of
the lecture; they argue that if used appropriately, the lecture is a very effective
technique. There are ways to make lectures more active and student-centered. For
example, ask an open-end question and have students discuss the answer in small
groups and then call on a few groups to report back.
This method includes:
 Guided discussion
 Lecture
 Lecture discussion
 Tutorial

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2. Student-centered Group Methods:
Student-centered learninHHHNTYg, also known as learner-centered education, broadly
encompasses methods of teaching that shift the focus of instruction from the teacher to the
student. In original usage, student-centered learning aims to develop learner autonomy and
independence by putting responsibility for the learning path in the hands of students.
In a student-centered method, students choose what they will learn, how they will learn, and
how they will assess their own learning.
This method includes:
 Brain Storming:
Brainstorming is a group creativity technique by
which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas
spontaneously contributed by its members.
 Debate
 Interview
 Listening and observing

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 Panel
 Group Projects
 Case Studies
 Role play and Simulation

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 Seminar
 Workshops
 Visits and field trips
3. Individual Student-Centered Methods:
 Assignment
 Distance teaching and learning
 Computer assisted learning
 Programmed learning
The learning material is in a kind of textbook or teaching machine or computer.
The medium presents the material in a logical and tested sequence. The text is in small steps or
larger chunks. After each step, learners are given a question to test their comprehension. Then
immediately the correct answer is shown. This means the learner at all stages makes responses,
and is given immediate knowledge of results.
 Practical

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4. EVALUATION
For the fourth component, the curriculum evaluation is an element of an effective
curriculum. It identifies the quality, effectiveness of the program, process and product of
the curriculum.
Curriculum evaluation ranges from estimating the performance of a single child in a course
through the evaluation of specific instructional materials, methods, activities and techniques to
the evaluation of an entire curriculum. curriculum. A comprehensive curriculum evaluation is
concerned with the worthwhileness of the curriculum components, and the information
provided is for the sake of facilitative decision making at the various stages of curriculum
development.
Difference between Assessment and Evaluation:
Assessment:
• Focuses on learning, teaching and outcomes.
• Not graded.
• How learning is going.
• It provides information for improving learning and teaching.
• Assessment is an interactive process between students and faculty
that informs faculty how well their students are learning what they
are teaching. The information is used by faculty to make changes
in the learning environment, and is shared with students to assist
them in improving their learning and study habits.
• Determine the progress of student’s learning.
• Provide each student feedback about his progress.
• Obtain feedback about effectiveness of teaching strategies and
curriculum material.

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Evaluation:
• Focuses on grades.
• What’s been learned.
• May reflect classroom components other than course content
these include discussion, cooperation, attendance, and verbal
ability.
What to Assess?
• Content: Knowledge, understanding, concepts.
• Skills: Competencies of students in various skills. E.g.
Teamwork, leadership, communication,
problem solving.
• Behaviors: Attitude, Interests, values.
How to Assess?
• Observation
• Written tests
• Practical tests
• Oral Questions/tests
1. Objective type questions (true/false, multiple choice, short answer
question etc.)
2. Long Questions
• Examine student’s notebooks

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Types of Curriculum
1.WrittenCurriculum:
This refers to a lesson plan or syllabus written by teachers.
2.Taught Curriculum:
This is aboutthe implementation of the written curriculum. Whatever is being
taught or an activity being donein the classroomis a taught curriculum. E.g.
Lectures delivered by teachers.
3.SupportedCurriculum:
Any resourcea teacher uses to help him teach his students is an instructional
material. Instructionalmaterials, such as textbooks, audio visualmaterials,
internet are examples of supportcurriculum. Ithelps teachers implement a
written curriculum.
4.AssessedCurriculum:
When students take a quiz or the mid-termand final exams, these series of
evaluations are assessed curriculum.
5.LearnedCurriculum:
This type of curriculumindicates whatthe students haveactually learned. Itcan
be determined by the results of the tests.
6.HiddenCurriculum:
This refers to the unplanned or unintended curriculumbut plays an importantrole
in learning. Examples of the hidden curriculuminclude the lessons students take
frompractices, such as standing in line, raising hands to be called on and following
a rigid class schedule. It is what children learn fromthe attitudes of teachers and
administrators.
7.Null curriculum:
Is any subjectmatter that is not taught in school, which can give students the
impression that these materials are less important. For example, in American
schools, the culture and history of many non-Western people is often covered
only slightly or sometimes not at all.

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Characteristics of Good Curriculum
1. Development of individual.
2. Fulfillmentof the needs of the society.
3. Fulfilmentof educationalneeds.
4. Flexibility in the curriculum.
5. Balanced curriculum.
6. Relevance of curriculum
7. Recognition of individual’sexperience and integration.

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BIBLIOGRAPHY
http://keydifferences.com/difference-between-syllabus-and-curriculum.html#ixzz4Q9ZPZZet
http://olga-syscurriculum.blogspot.com/2011/05/4-components-of-curriculum-cayadong.html
http://iosrjournals.org/iosr-jhss/papers/Vol17-issue2/I01725968.pdf?id=8357
http://www.slideshare.net/julietacabiles/curriculum-contentcontentppt
http://www.slideshare.net/6172315/selection-of-content
https://en.wikipedia.org/wiki/Teaching_method
http://www.slideshare.net/AileenAsim/models-of-teaching-11201700
http://www.usask.ca/gmcte/resources/teaching/tc_approach
https://en.wikipedia.org/wiki/Student-centred_learning
https://en.wikipedia.org/wiki/Brainstorming
https://en.wikipedia.org/wiki/Programmed_learning