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Concept of Curriculum
Dr. Shami
Definition & Meanings
 “Curriculum is the tool in the hands
of artist (teacher) to mound his
material (student) according to the
ideals (aim & objectives) in his studio
(school) .” (Curringham)
Definitions
 “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.” Kerr (1968)
 “The curriculum is really the entire program
of the school’s work. It is essential means of
education it is everything that you and your
teachers do, thus it is twofold in the nature,
being made up of the activities, the things
done and of the materials with which they
are done” Rugg
Continue
 “A curriculum is the means by which the
experience of attempting to put on
educational proposal into practice is made
publicly available. It involves both content
and methods and has widest application in
the institutions of the educational system.”
Stenhouse (1975)
 “a design of social group for the
educational experiences of their children
in school. “ Beachamp (1968)
Curriculum & Syllabus
 Syllabus is a part of the curriculum.
Components of Curriculum

 AIMS And Objectives
 CONTENTS
 METHODOLOGY
 EVALUATION










1. Aims & Objectives
1.National interests and priorities
2.Social issues
3.Public opinion and aspirations
4.Developments in disciplines
5.Standards in education
6.Individual’s needs
7.Needs of the future
8.National knowledge heritage
Sources of Aims
Society
Students
Discipline
Domains
 Cognitive Domain- Knowledge
 Affective Domain- Behaviors
 Psychomotor Domain- Skills
2.Contents
 Syllabus
 Textbook
 Limitations
Firstly, subject matter alone does not provide
sufficient bases for well rounded education,
Secondly, it prevents a pursuit of inter
disciplinary learning.
 New trends call for elimination of undue
divisions of disciplines and integration of
applied areas with academic ones. Taba
(1962)
3. Methodology
 Types of Teaching Methods
Teaching methods can be divided into two
groups:
 Teacher Centered methods- e.g. Lecture
method
 Student Centered methods:
Student centered individual methods- e.g.
Assignment method
Student centered group methods e.g.
Discussion method
4.Evaluation
 WHY: The important purposes of assessment
are as under:
 To determine the extent of achievement of set objectives.
 To determine the extent of progress of student’s learning
 To provide feedback to each student about his progress in
his/her achievements regarding specified concepts,
understanding process skills, manipulative skills, attitudes
and other desired aspects.
 To obtain feedback about the effectiveness of teaching
strategies and curriculum materials.
 To determine learning difficulties of students.
 To determine remedial actions
 To motivate students
 To grade students for promotion
 To direct the students in accordance with their abilities
and interests.
continue
 What?
 Contents: Knowledge, understanding,
application of scientific facts, principles
and concepts.
 Skills: Competencies of students in
various skills.
 Behaviors: Attitudes, interests, values
and appreciations.
continue
 How?
◦ Observation
◦ Written test- traditional style, open book test,
Pre-publicized test
◦ Practical test
◦ Oral questioning/test
◦ Home work: Examining student’s records and
daily work such as notebooks, practical books,
project reports
◦ Assignment
◦ Project

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CONCEPT OF CURRICULUM BY SIR PERVEZ SHAMI

  • 2. Definition & Meanings  “Curriculum is the tool in the hands of artist (teacher) to mound his material (student) according to the ideals (aim & objectives) in his studio (school) .” (Curringham)
  • 3. Definitions  “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.” Kerr (1968)  “The curriculum is really the entire program of the school’s work. It is essential means of education it is everything that you and your teachers do, thus it is twofold in the nature, being made up of the activities, the things done and of the materials with which they are done” Rugg
  • 4. Continue  “A curriculum is the means by which the experience of attempting to put on educational proposal into practice is made publicly available. It involves both content and methods and has widest application in the institutions of the educational system.” Stenhouse (1975)  “a design of social group for the educational experiences of their children in school. “ Beachamp (1968)
  • 5. Curriculum & Syllabus  Syllabus is a part of the curriculum.
  • 6. Components of Curriculum   AIMS And Objectives  CONTENTS  METHODOLOGY  EVALUATION          
  • 7. 1. Aims & Objectives 1.National interests and priorities 2.Social issues 3.Public opinion and aspirations 4.Developments in disciplines 5.Standards in education 6.Individual’s needs 7.Needs of the future 8.National knowledge heritage
  • 9. Domains  Cognitive Domain- Knowledge  Affective Domain- Behaviors  Psychomotor Domain- Skills
  • 10. 2.Contents  Syllabus  Textbook  Limitations Firstly, subject matter alone does not provide sufficient bases for well rounded education, Secondly, it prevents a pursuit of inter disciplinary learning.  New trends call for elimination of undue divisions of disciplines and integration of applied areas with academic ones. Taba (1962)
  • 11. 3. Methodology  Types of Teaching Methods Teaching methods can be divided into two groups:  Teacher Centered methods- e.g. Lecture method  Student Centered methods: Student centered individual methods- e.g. Assignment method Student centered group methods e.g. Discussion method
  • 12. 4.Evaluation  WHY: The important purposes of assessment are as under:  To determine the extent of achievement of set objectives.  To determine the extent of progress of student’s learning  To provide feedback to each student about his progress in his/her achievements regarding specified concepts, understanding process skills, manipulative skills, attitudes and other desired aspects.  To obtain feedback about the effectiveness of teaching strategies and curriculum materials.  To determine learning difficulties of students.  To determine remedial actions  To motivate students  To grade students for promotion  To direct the students in accordance with their abilities and interests.
  • 13. continue  What?  Contents: Knowledge, understanding, application of scientific facts, principles and concepts.  Skills: Competencies of students in various skills.  Behaviors: Attitudes, interests, values and appreciations.
  • 14. continue  How? ◦ Observation ◦ Written test- traditional style, open book test, Pre-publicized test ◦ Practical test ◦ Oral questioning/test ◦ Home work: Examining student’s records and daily work such as notebooks, practical books, project reports ◦ Assignment ◦ Project